What Would True Educational Reform Accomplish?
•world-class achievement test scores
•fewer discipline problems and less drug use
•an end to failing and dropouts
•reduction in community crime
•no more teaching to the test
•lowered incidence of attention deficit disorder
•three year university graduation
Too good to be true?
This scientific and non-political analysis doesn’t criticize school boards, teachers unions, administrators, parents, students, vouchers or charter schools. No, the problem is in the system itself.
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About the Author
Mack R. Hicks, Ph.D. has more than thirty years’ experience in research and practice in the field of psychology. Dr. Hicks holds a Master’s degree and a PhD in clinical psychology. In addition, he holds a bachelor’s degree in marketing and advertising.
His training at the University of Florida and fellowship at the University of Wisconsin Medical School gave him the expertise and credentials to become one of the first clinical psychologists in independent private practice in the United States. He became a Diplomate of the American Board of Professional Psychology and was one of the founding members of the American Board of Professional Neuropsychology,
In 1968, he founded the not-for-profit Developmental Center in St. Petersburg, Florida, and in 1974 he founded the first school for dyslexic children in the United Kingdom. Because of his pioneer work in British education, he was invited to become a Fellow of the Royal Society of Art and Commerce (FRSA). He is also founder and chairperson of the board of Lincoln Learning Labs, Inc., which operates fourteen CENTER ACADEMY schools for children and adolescents who have special academic needs. Dr. Hicks has presented research at the North Atlantic Treaty Organization (NATO) and was named a lead research scientist on a major grant from the National Institutes of Mental Health in Bethesda, Maryland.