THE R.E.M.O.D.E.L. EDUCATION PLAN

THE R.E.M.O.D.E.L. EDUCATION PLANTHE R.E.M.O.D.E.L. EDUCATION PLANTHE R.E.M.O.D.E.L. EDUCATION PLAN

THE R.E.M.O.D.E.L. EDUCATION PLAN

THE R.E.M.O.D.E.L. EDUCATION PLANTHE R.E.M.O.D.E.L. EDUCATION PLANTHE R.E.M.O.D.E.L. EDUCATION PLAN

We are a nonprofit organization dedicated to the development and promotion of non-partisan education reform.

Leverage Technology

Leverage Technology

Leverage Technology

Provide students on demand learning, at their pace

Mental Health

Leverage Technology

Leverage Technology

When one learns to control oneself and emotions, one can control even more.

Home/World Economics

Home/World Economics

Home/World Economics

On the job training, through internships and more.

Mentorship

Home/World Economics

Home/World Economics

An approach enabling the development of real world survival skills & the ability to compete in the global economy.

Managed by

The Hernandez Foundation for Education | Lifecraft | Mentorship

The Foundation is a registered 501(c)(3) nonprofit organization. All donations are tax-deductible to the fullest extent of the law.

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R.E.M.O.D.E.L.:

Real Education Model for 

Opportunity, Discipline, Empowerment & Leadership

Breakdown:

· R– Real (as in real-world, relevant)

· E– Education (core focus)

· M– Model (a blueprint to follow or replicate)

· O– Opportunity (access and upward mobility)

· D– Discipline (structure, self-mastery, accountability)

· E– Empowerment (confidence through competence)

· L– Leadership (guiding self and others)

A bold proposal for remodeling education

What do we mean?

Our current educational model is outdated and has led to disarray amongst our youth.

Reforming our education system comes down to re-modeling our education system.


A solid education is how we help people help themselves.  


Let's get student to teacher ratios down, by introducing technology / software so that students can learn at their own pace while having access to teachers in real time, & remove extraneous coursework in favor of real world based learning.  


Have students, on a monthly basis see a therapist or take required courses on emotional intelligence. If people can learn to control their emotions, it will not just teach people how to treat each other but how to handle themselves.  This mental health class, gives a student credit, where a student learns about depression, anxiety, eating disorders, and other mental disorders.  Plus, good coping skills and ways to get help.


Have students learn home economics, business, wood shop, technology-- real world courses, including creative arts. So that out of school, students can survive. Remove math, advanced science, & foreign languages, make these electives.  


Utilize technology so that students can learn at their own pace. Each student interfaces with a teacher at a distance or a set of videos to learn a subject. Rough edges get smoothed out by onsite teachers.  


The logic is that if people feel & and are able to understand their emotional selves, they will be less prone to violence, not be victims of abuse, & they will think long term in their decisions. This means people who get along and no school shootings.  Please talk about it and ask your legislators & influencers to help to make this a reality. 

EDUCATION REFORM PLAN

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BUSINESS PLAN: PHASE 1

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Statistical Data

The statistics support the model.

If school doesn’t teach life, we’re leaving kids exposed.

RemodelEducation.org modernizes K‑12 with survival skills, arts, and structured after‑school programs—targeting the same hours and behaviors that predict long‑term failure and community harm.

Summary

  • K‑12 core skills are weak: Nationally, only ~3 in 10 students reach NAEP “Proficient” in reading; math is modestly better in grade 4 and worse in grade 8. 
  • California underperforms the U.S. average on NAEP in both reading and math (grades 4 and 8). 
  • Adult literacy/numeracy are also deteriorating: In 2023, 28% of U.S. adults scored at the lowest level in literacy and 34% in numeracy (both worse than 2017).
  • Extracurricular demand is far above supply: 24.7M kids would enroll in afterschool if available; 7.8M kids are unsupervised after school.
  • Arts access is incomplete/unequal: In California, only 11% of public schools offered sequential, standards-based coursework in all four arts disciplines (music, visual art, theatre, dance).
  • Education and crime are statistically linked:
    • County-level data show strong negative correlations between test scores/graduation and homicide rates, including in California. (Correlation ≠ causation, but direction is consistent.)
    • Causal research finds more schooling reduces crime.
    • After‑school time is a known  risk window for youth violence.
  • Adult skills (PIAAC 2023, ages 16–65) Lowest proficiency (Level 1 or below): 
    • Literacy: 28% (up from 19% in 2017) 
    • Numeracy: 34% (up from 29% in 2017) 
    • Adaptive problem solving: 32%

If you want measurable movement on public safety + workforce readiness, the data supports a strategy of:

1. Raise literacy and math, and

2. Increase engagement + protective factors through survival skills (personal finance/home economics), extracurriculars/after‑school, and arts—because disengagement tracks with crime risk, and multiple program evaluations show reductions in delinquency/discipline.

Why this matters for “survival skills + extracurriculars + arts”

Those program types are primarily engagement and attachment mechanisms. If you reduce “disconnected youth” and improve achievement/attendance, you’re pushing on variables that—at area level—track strongly with crime outcomes.

What the research shows (causal evidence, not just correlation)

  • Education reduces crime (econometric causal work): Lochner & Moretti find that increases in schooling (including high school completion) are associated with reduced crime, and that the social savings from reduced crime are a meaningful share of the return to education. 
  • Dropout and arrest risk: A study of dropout prevention effects reports that high school dropouts are ~2–3x more likely to be arrested than high school graduates. 
  • Truancy as a pathway risk: DOJ/OJJDP frames truancy as an early step associated with later serious problems (including delinquency).

What program evaluations show (extracurricular/after‑school/arts)

After‑school risk window

  • Juvenile violent crime peaks right after school (around 3–4 PM on school days).
    This is the cleanest “mechanism” argument for expanded after‑school programming. 

Afterschool programs reducing delinquency

  • A review/evaluation literature reports measurable reductions in police reports in areas with structured youth programming (example: Boys & Girls Clubs beat-level comparison showing fewer police reports). 

Mentoring / structured extracurricular support

  • Big Brothers Big Sisters evaluation: youth in the program were 46% less likely to start using drugs, 27% less likely to start using alcohol, and 54% less likely to be arrested during the follow-up window. 

Arts programming and behavior

  • Houston randomized/lottery study of arts exposure found a reduction in disciplinary infractions (a leading indicator for later delinquency), alongside improvements in some academic and socioemotional measures. 
  • After‑school arts programs have been associated with reductions in juvenile crime at the city level (reported average drop cited in arts-sector research).

What RemodelEducation.org does

Core+ Extended Learning.
Mastery (Literacy + Math) 

  • Evidence-based instruction + targeted tutoring where needed 

  1. Survival Skills (Home Economics for modern life) 
    • Personal finance, budgeting, consumer skills, nutrition/cooking, first aid, digital safety 
    • California has already recognized this need by adding a standalone personal finance course requirement for the graduating class of 2030–31—we help communities implement earlier and better. 

  1. Belonging (Extracurriculars + Mentoring) 
    • Clubs, athletics, service, leadership; transcript recognition 
    • Mentoring programs have shown major reductions in arrests for participating youth. 

  1. Creativity (Arts access + practice) 
    • Arts in-school + afterschool pathways 
    • Randomized arts access evidence shows reduced disciplinary infractions. 

  1. Structure after school (Safety + opportunity) 
    • Afterschool coverage focused on the students and campuses with the highest need 
    • Targets the time window when juvenile violence peaks.

The problem (By the numbers)

National learning reality

  • On NAEP 2024, only 31% of 4th graders were at/above Proficient in reading, and 30% of 8th graders were at/above Proficient. 
  • On NAEP 2024 math, only 39% of 4th graders and 28% of 8th graders were at/above Proficient. 

California learning reality

  • NAEP 2024 California Proficient: Reading 29% (Grade 4) / 28% (Grade 8); Math 35% (Grade 4) / 25% (Grade 8). 
  • CAASPP 2023–24: 47% met/exceeded ELA and 35.5% met/exceeded math statewide. 

The supervision gap (and why it matters)

  • Nationally, 7.7 million children are alone and unsupervised after school, and 24.6 million more would enroll in programs if available. 
  • Juvenile violent crime peaks 3–4 pm on school days—the “gap hour” right after school. 

Arts are not “extra”

  • A national School Pulse survey found 93% of public schools offered at least one standalone arts class (most commonly music and visual arts), but access and depth vary. 
  • In California, the Creativity Challenge report found most schools do not meet the state’s arts mandate across disciplines.

Disconnected Youth (youth not in school or work) correlates positively with homicide rates:

  • U.S. counties: +0.37 (N=943) 
  • CA counties: +0.75 (N=41) 

(Computed from CHR 2024 county-level measures; missingness exists for some counties.)

Appendices

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PROPOSED LEGISLATION / BILL

Bill Verbiage

SECTION 1.

(a) All persons shall be reserved the right and be entitled to education services consistent with the prescribed model:

1. Inclusive of on-site and off-site treatment services for mental health and related psychological therapy, as it pertains to personal and inter-personal development.  Treatment that is protected by standard medical privacy laws, including and not limited to the Healthcare Insurance Privacy and Portability Act (HIPPA)

2. Inclusive of access to audio and video, appropriately timed and high speed consistent, resources for individualized learning so as to learn at ones individual speed, concurrent and consistent with the generalized theme of the lesson plan for the grade level.

3. Security of onsite school sites and offsite school electronic databases.  Inclusive of double doored entry points, fully fenced areas, cameras at key private entry/exit points, and policing authorities with the ability to detain and arrest.

4. Inclusive of a coursework curriculum revolving around basic individual and group survival skills, toward development of a thriving student body such as and not limited to creative arts, for creative self expression; technology and wood shop, for vocational introduction and training; home economics, for establishment of good habits in terms of financial acumen, financial management, efforts toward identifying career options, the ability to take care of oneself including cooking, cleaning and other similar basic tasks.


SECTION 2. This act shall take effect ___ days after its passage.


Join us in Making a Difference

Join us in Making a Difference

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The Mission

The mission is to channel money into education reform—funding programs, electing leaders, and shifting policy—so we can build a stronger, smarter, and more ethical civilization. This isn’t just about helping people today. It’s about building the foundation for a global standard that prepares humanity to survive, evolve, and eventually thrive among the stars. Over generations, this will empower individuals to be happier, more capable, cross-trained, and resilient—so that together, we’re ready to meet the challenges of a thousand years, and maybe even outlast the universe itself.

The Vision of Education Reform in Short Story

Story Version 1

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Story Version 2

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Story Version 3

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