The real crisis in education is what we aren't measuring
We move students through rigid age cohorts. We ring bells to signal shifts between subjects. We still treat standardized testing as the definitive measure of success. But the world our children are entering no longer functions that way. It demands something more and something different.
We should be asking: Are we educating students to succeed on a test, or to thrive in a world shaped by uncertainty, technology and rapid change?
Today's students will inherit a global economy already transformed by artificial intelligence and automation. According to McKinsey, two-thirds of executives now rank 'social, emotional, and advanced cognitive skills' as more important than technical skills in the evolving workplace. Yet those are the very skills our system undervalues or ignores. We continue to reward memorization and test-taking, when what's needed is initiative, discernment and adaptability.
For years, we've referred to communication, teamwork, empathy and leadership as 'soft skills.' That phrase undersells their value. Increasingly, scholars and employers are calling them what they are: durable skills. These are abilities that persist, deepen and grow in importance across careers and life stages. They don't become obsolete with each software update. In fact, they become more essential the more complex our world becomes.
AI can write code and summarize documents. But it can't mediate a conflict, navigate ambiguity or lead with judgment. These human capabilities can't be automated — and they will only become more vital as technology advances. According to Harvard's Project on Workforce, jobs built on collaboration, creativity and leadership are among the most resilient to automation. The National Bureau of Economic Research has reached similar conclusions.
And yet our schools continue to define success by metrics that miss the mark. A 2023 report from the Carnegie Foundation and ETS concluded that traditional assessments are misaligned with the skills most predictive of long-term success. In response, they've begun testing new approaches to measure collaboration, perseverance and problem-solving.
That's a step forward, but change at the margins is not enough. We need to rethink what we value and how we build it.
This is not an argument for lowering standards. It's an argument for raising the right ones. True rigor includes intellectual stamina, but also the ability to listen well, lead wisely and learn from failure. Those traits don't show up in multiple-choice exams, but they determine whether someone succeeds in real life.
We say we want to prepare students for college and career, but too often that means checking boxes: GPA, test score, extracurriculars. What if we asked different questions? Are students learning how to manage conflict? Are they prepared to act with integrity under pressure? Are they learning how to take initiative in uncertain situations, or to contribute meaningfully in a group? Are they growing in character, not just content knowledge?
None of this happens by accident. It requires deliberate design. That means creating space in the school day for collaborative work, real-world problem solving and thoughtful reflection. It means investing in teacher training that goes beyond content delivery and cultivates leadership development. It means seeing students not as data points, but as future citizens, innovators and leaders.
Some schools are starting to lead the way: integrating project-based learning, mentorship and social-emotional development into their approach. But isolated examples aren't enough. This moment calls for a shift in mindset: one that recognizes that we're not simply preparing students to perform; we're preparing them to contribute.
The stakes are real. A 2024 survey by the National Association of Colleges and Employers found that fewer than half of employers believe recent graduates are proficient in leadership. Confidence in graduates' critical thinking and collaboration skills was even lower. That's not just a workforce challenge; it's a civic one. In a democracy, we need citizens who can engage across differences, analyze complex problems and lead with empathy. If we don't teach those skills with intention, we shouldn't be surprised when they go missing in public life.
America has much to celebrate in education: broader access, exceptional teachers and countless educators who go above and beyond. But pride must not become complacency. In a rapidly changing world, we can't afford to leave the system on autopilot. It calls for reflection, adaptation and bold resolve.
The factory-style model of education may have made sense in another century, but it no longer fits the moment. Today's students face a world that is changing faster than any generation before them, and they need an education system that is as dynamic and forward-thinking as the challenges ahead. Our children carry extraordinary potential to lead, to build, to reason and to serve. It's time their schools reflected that promise with the flexibility and purpose they deserve.
The real crisis in education isn't that we aren't working hard enough. It's that we're still measuring the wrong things. The sooner we fix that, the better chance we give our children, and our country, to rise to the challenges ahead.
Jason E. Thompson is an entrepreneur currently serving as a Republican in the Utah House of Representatives. He is also a member of the Utah Federalism Commission.
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