The report recommended sweeping reforms, first calling for higher standards with more course work in English, math, science, social studies, and computer science. Next, it demanded a stop to social promotion. Finally, the report pointed to below‐average pay scales for teachers and recommended raising teacher salaries to attract more highly qualified teachers. In some cases, students entering teacher education programs were themselves the students with the lowest verbal and math scores.
Since the report, the United States has given increased funding and attention to education with mixed results. Many of the problems identified by the report continue. Social promotion continues because concern for the child's self‐esteem often outweighs concern about the need for basic skills, and because an overburdened system cannot withstand holding back large numbers of students. Many states and districts have implemented programs to raise scores, and, although SAT scores have risen some, critics charge that revisions to the exam, which made it easier, caused the rise. Some districts have tied teachers' and administrators' salaries to student performance with mixed results. Myriad other issues that confront educators before educators reach the classroom, such as lack of teaching resources and even fear of student violence, further complicate education reform.