Michael B. Horn And Meg Evans:

The past several decades have seen technology transform industry after industry. Nearly every sector in America has used new technologies to innovate in ways nearly unimaginable a generation before the change.
One sector, however, has remained nearly the same as it was a century ago.
The education system in place in urban school districts around the country was created in the early 1900s to serve a different time with different needs. In 1900, only 17% of all jobs required so-called knowledge workers, whereas over 60% do today.
Back then, the factory-model system that educators adopted created schools that in essence monolithically processed students in batches. By instituting grades and having a teacher focus on just one set of students of the same academic proficiency, the theory went, teachers could teach the same subjects, in the same way and at the same pace to all children in the classroom.
When most students would grow up to work in a factory or an industrial job of some sort, this standardization worked just fine. But now that we ask increasingly more students to master higher order knowledge and skills, this arrangement falls short.
Milwaukee and Wisconsin as a whole have felt this pressure acutely. Between 2011 and 2012, Wisconsin had the biggest six-month decline in manufacturing jobs in the nation after California. According to a Milwaukee Journal Sentinel special report, the city’s pool of college-educated adults ranks among the lowest of the country’s 50 biggest cities. To become an average city among the top 50, Milwaukee would need another 36,000 adults with college degrees. Since 1990, it has added fewer than 1,000 a year.

Spot on. Much more on our “Frederick Taylor” style K-12 system and its’ focus on adult employment, here.