In chapter 2 of his book Smart Schools, Perkins looks at two broad shortfalls found in educational achievement. He identifies the first shortfall as fragile knowledge. This fragile knowledge can be further examined by looking at four specific problems students have.

Missing knowledge refers to the idea that many important things students should know are not remembered for later recall. Inert knowledge is knowledge that simply does not do anything for the student, as when the knowledge is present but not used. Naive knowledge is the notion that even after considerable study on a topic, students still hold to false truths about the subject. The fourth problem of fragile knowledge is ritual knowledge; students learns facts without knowing the underlying reasons of why, so there is little transfer of knowledge.

The second shortfall Perkins identifies is poor thinking. Students are not putting the complex knowledge they have to work. They are choosing repetition over complex memory strategies and knowledge-telling over thoughtful writing.

Two deep causes of these shortfalls are what Perkins calls the trivial pursuit theory and the ability-counts-most theory. Learning defined as accumulating as many facts as possible is the premise of the first theory. The ability-counts-most theory says that being successful in learning is more dependent on ability than on effort.

Perkins points out that research has found that although some students many take longer to learn certain things, they will learn them if given the time and help they need. Our emphasis on memorization of facts does not help students to achieve active, thoughtful learning. It instead encourages remembering for the test but not beyond. The way in which we have handled student learning up to this point has encouraged our country's economic erosion. Unless we make changes in our schools, our educational system and economic structure will continue to decline.

All too many of Perkins' points ring true and valid. He cites numerous examples and research studies from our country and from others that support his premises. We often encourage surface knowledge rather than active, thoughtful knowledge that will allow students to transfer their learning to unique situations. The goals that Perkins promotes for schools are demanding, and the only way we will accomplish them is by developing "smart schools".