By JULIA GREGG
In a recent Public Broadcasting special, Judy Woodruff asked if U.S. students are ready to compete in the global community. In “Where We Stand: America’s Schools in the 21st Century,” Woodruff reports that of 30 developed countries, the U.S. ranks No. 25 in math and 21 in science.
Between 1995 and 2005, we slipped from first place to 15th in the number of college graduates worldwide. By 2015, China should have twice as many college graduates as the United States.
Part of the problem is economic. In the U.S., tuition at public colleges has doubled in the last two decades, and individuals must struggle to bear the tuition burden. In contrast, China, Finland and other competitive countries with rigorous academic standards provide student tuition.
Even in elementary and secondary schools in America, only 10 percent of funding comes from the federal government. In addition, we have few nationwide standards. Mississippi, for example, makes up its own state competency standards and has an 89 percent passing rate on state competency tests. Massachusetts has entirely different standards and a lower passing rate.
Standards and cut-off scores for much of America’s mandated testing are internally set, state by state, and are neither comparable nor meaningful on a national or international level.
When standards are externally set, for example in Advanced Placement or International Baccalaureate courses, students are tested based on a comparison of skills set nationally or internationally.
Woodruff reports that 40 percent of America’s high schools don’t even offer college prep classes, and all across America teachers are recruited from the bottom third of university classes. Seventy-five percent of young Americans cannot identify Iran or Israel on a map. Forty-three percent can’t find Ohio.
A visiting teacher from
China tells Woodruff that students in China study about twice as many hours per day as students in the U.S.
“It’s a different work ethic,” he observes.
U.S. students certainly are equal to any educational challenge, but who will offer wise leadership and direction?
Woodruff suggests that this is a critical time for American education. Newly elected officials must set new educational agenda and priorities beginning this November.
We need leaders who understand that we have much to learn, not only from American educators currently in the classroom, but also from the rest of the world.
We need leaders who understand that the world has changed. American education, in many areas, has not.
Send e-mail to Julia Gregg at [email protected].
(c) 2008 Evansville Courier & Press. Provided by ProQuest LLC. All rights Reserved.
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