America’s Real Problem Isn’t Failure. It’s No Consequences

I was listening to a talk by Thomas Sowell yesterday. He noted that when businesses make poor quality or useless products that no one wants, they lose money and either learn something or go out of business. But when a government program fails, no lessons get learned. It isn't their money, it's the taxpayers. Instead, they ask for more money and do more of the same. 

One of the saddest failures today is our American education system. For years we've seen articles about the decline of education, including not only outcomes but expectations and standards as well.  

Here's just one example of how far we've fallen, a 2024 article in The Atlantic titled "The Elite College Students Who Can't Read Books," by Rose Horowitch. The subtitle sinks home her message: "To read a book in college, it helps to have read a book in high school."

Horowitch examines how many students at elite colleges (e.g., Columbia, UVA) arrive unprepared to read full books—often due to high school practices favoring short excerpts, standardized testing, smartphones, and shorter attention spans. Professors note students struggling with long-form reading, getting overwhelmed by novels or multiple books per semester, and sometimes shutting down when facing unfamiliar or challenging ideas.

This feels shocking to me. I remember reading Dickens freshman year (A Tale of Two Cities) and having an "Aha!" moment my sophomore year while reading Cyrano de Bergerac. I have a hard time imagining an education without reading being a fundmental practice. 

Over the past decade, according to Idress Kahloon, staff writer for The Atlantic, American students’ academic skills have sharply declined, regressing to levels not seen in 25 years. Test scores have fallen to record lows, while the percentage of students reading at a “below basic” level has reached record highs. As staff writer Rose Horowitch has reported, a shocking number of American college students say they didn’t read an entire book in middle or high school. What exactly went wrong?

Some believe Covid is partly to blame, along with smartphones. But Kahloon believes there is aother factor a play: low expectations.“Schools have demanded less and less from students,” he writes, “who have responded, predictably, by giving less and less.”

When I read this I wondered if this is one of a primary issue is our country today: low expectations. When people fail to find a job, or simply make poor decisions, we

When I read this I wondered if this is one of the primary issues in our country today: low expectations. When people fail to find a job, or simply make poor decisions, we look for someone or something else to blame. The system. The economy. The curriculum.  

But rarely do we ask: What was expected? And was it enough?

Expectations shape behavior. When standards are high, people stretch. When standards fall, people settle. That’s not cruelty—it’s human nature. 

In my case it was expected that I would get good grades and I got them. My parents also expected me to go to college. In short, they set me on a trajectory. (There was also an incentive when I was in grade school. I'd get a dime for every A and yes, incentives matter.

Somewhere along the way, society began confusing compassion with the removal of standards. We didn’t want students to feel discouraged, so we made the work easier. We didn’t want failure to sting, so we softened the consequences. We didn’t want anyone left behind, so we lowered the bar.

But lowering the bar doesn’t lift people up. It simply changes what “success” means.

And over time, that redefinition spreads. If a student can graduate without reading a book, what else can be bypassed? If effort is optional, what happens to discipline? If discomfort is avoided, what happens to growth? Failure is painful, but it's also a prod that goads us to figure out the why. 

I once knew a publisher who had previously been a high school football coach in Texas. If you know Texas, football was a big deal for small towns there. He was recruited to coach a team in another town that had never won a game in several years, and frequently they were spanked quite badly. When he arrived, he quickly saw the problem. There were kids with talent, and heart, who loved playing foorball. But they were in the wrong division. It would be like college kids playing the Seattle Seahawks. By spearheading the division change, his team was suddenly competitive.  

The point here: failure is an opportunity to learn. And sometimes the solution involves thinking outside the box.

This is not just an education problem. It’s a cultural one. Thomas Sowell’s point lingers here. In the private sector, failure teaches. In public systems, failure can be absorbed, explained away, or funded again. The feedback loop breaks. And when that happens, decline can continue for a long time before anyone is forced to reckon with it.

The irony is that most people—especially young people—are capable of far more than we ask of them. The question is whether we still believe that. Because if we don’t expect much, we shouldn’t be surprised when we don’t get much.