Here's an article about the USA's poor educational system {pun intended] and its impact on other systems in the USA:

http://www.cnn.com/2007/US/06/19/Dobbs.June20/index.html

Dobbs: A legacy in search of a president
POSTED: 8:32 a.m. EDT, June 20, 2007

Here's an excerpt from that article:

"...The Education Week report shows Detroit's public high schools will graduate only 25 percent of their students. Cleveland, Ohio, and Baltimore, Maryland, will graduate less than 35 percent; Dallas, Texas, New York and Los Angeles, California, about 45 percent. In fact, 10 of our nation's biggest cities will graduate fewer than half their students. This is nothing less than a national crisis.

Christopher Swanson, director of the Editorial Projects in Education Research Center and supervisor of that national dropout rate report says: "I think that really speaks to the challenge of getting students to graduate from high school at a time where it's more important than it's ever been...to provide opportunities for our young people to have a successful career and for the United States in general to be competitive in the world."

The Alliance for Excellent Education estimates that each high school dropout earns about $260,000 less than a high school graduate over his or her lifetime. The Alliance also reports that dropouts not only earn less money but also drain state and federal budgets through their dependence on social and welfare programs. Those students who drop out make up nearly half the heads of households on welfare, and they constitute almost half of our prison population as well. The cost to our society is overwhelming.

But even our students who are graduating are often not receiving the education they deserve. In low-income schools, students have less than a 50 percent chance of being taught by a mathematics or science teacher who holds a degree in the subject he or she teaches, according to the National Council of Teachers of Mathematics. This explains at least in part why less than a third of our fourth-grade and eighth-grade students performed at or above a proficient level in math, and why American 15-year-olds fall below the international average in mathematics literacy and problem-solving in the Program for International Student Assessment".