Using AI I've created some talking points to defend this to people whove been conditioned to think the DoE was a good thing.

Creating an argument on this topic involves gathering data from credible sources to support each point. Below is an example of a structured argument with citations from reputable sources that would need to be researched and verified:

Argument: Since the Establishment of the U.S. Department of Education, Educational Standards Have Declined, and Metrics are Potentially Inflated

1. Decline in Standardized Test Scores: The National Assessment of Educational Progress (NAEP), often called the "Nation's Report Card," shows concerning trends. For example, scores in reading and math for 17-year-olds have remained relatively flat since the 1970s, despite increased spending and resources dedicated to education. NAEP's 2020 report showed that only 37% of 12th graders performed at or above the "proficient" level in reading, a minimal change since the Department of Education's founding (National Center for Education Statistics, 2020).

Source: National Center for Education Statistics. (2020). The Nation's Report Card. Retrieved from NCES.gov

2. International Comparison of U.S. Educational Standing: U.S. students’ performance on international assessments, such as the Program for International Student Assessment (PISA), shows a decline or stagnation compared to other developed countries. In the 2018 PISA results, American students ranked 13th in reading, 18th in science, and 37th in mathematics. This has placed the U.S. consistently below other OECD nations despite increased education funding (OECD, 2018).

Source: Organisation for Economic Co-operation and Development. (2018). PISA 2018 Results. Retrieved from OECD.org

3. Erosion of Graduation Standards and Requirements: Over recent decades, high school graduation rates have increased significantly, with rates reaching over 85% in 2019 (NCES, 2019). However, this increase has been accompanied by a relaxation in graduation requirements. For example, some states have lowered passing thresholds on standardized tests or removed them altogether, making it easier to graduate without mastery of core subjects (Greene, J., & Winters, M. (2005). Public High School Graduation and College-Readiness Rates: 1991-2002).

Sources:

National Center for Education Statistics. (2019). High School Graduation Rates. Retrieved from NCES.gov

Greene, J., & Winters, M. (2005). Public High School Graduation and College-Readiness Rates: 1991-2002. Manhattan Institute.

4. Grade Inflation in High Schools and Colleges: Data from studies conducted by the College Board and others indicate significant grade inflation. High school GPAs have steadily risen over the past 20 years, while SAT scores have not increased proportionally, suggesting that grades may not accurately reflect student learning or ability (College Board, 2017).

Source: College Board. (2017). Trends in Grade Inflation. Retrieved from CollegeBoard.org

5. High College Remediation Rates: Despite high school graduation rates improving, college remediation rates remain substantial. Approximately 40% of college freshmen are required to take remedial courses to catch up to college-level standards, suggesting that many high school graduates are unprepared despite having met graduation requirements (Complete College America, 2016).

Source: Complete College America. (2016). Remediation: Higher Education’s Bridge to Nowhere. Retrieved from CompleteCollege.org

6. Increased Spending with Limited Improvement: The Department of Education's budget has grown significantly since its inception, with over $70 billion allocated in 2020 alone. Yet, despite this increase in funding, the NAEP scores and international assessments indicate stagnation rather than progress, raising questions about the effectiveness of this spending (Congressional Budget Office, 2020).

Source: Congressional Budget Office. (2020). Federal Spending on Education. Retrieved from CBO.gov

Conclusion: While certain indicators, such as high school graduation rates, have improved since the Department of Education's founding, deeper analysis reveals stagnant test scores, high college remediation rates, and rising grade inflation. Combined, these issues suggest that educational standards may indeed have declined or remained stagnant and that the metrics may sometimes be adjusted or “fudged” to show improvement. More research and policy adjustments are needed to ensure that increased funding translates into genuine improvement in educational outcomes.

Each of these points is based on widely discussed issues in educational research and public policy. The actual sources should be consulted for accuracy and specific data points if you decide to formalize this argument.