Putting our heads in the sand is not the right answer. Test scores today say a lot about what our labor force will look like over the coming decades. Our current students' skills will dictate our economic future in the long run. Understanding the implications of higher skills—as measured by regular standardized tests—provides a way of assessing how our country as a whole will fare in the coming years.
In a knowledge-based economy, early employment gains with vocational training may lead to later problems when specific skills become obsolete.
Improved education is the key to the future for the U.S., as our economy depends on having a highly skilled workforce. Over the past five years, my sense of hope and optimism has actually overtaken despair with U.S. schools. First, there is now broad recognition that quality teachers can lead to revitalized schools that are competitive internationally. Second, there is a new willingness by legislatures in a majority of states to push actively for more flexibility in hiring, paying, and retaining teachers and for improved teacher evaluations so that we identify the teachers that we want to nurture and retain.
We argue that economic growth is what will ensure the other laudable Sustainable Development Goals and that quality education is the only way to achieve long run growth. Simply put, this economic growth goal and the means of achieving it through quality education stand at the top of the pyramid of the SDGs.
Ministers and education officials from a wide range of countries and international agencies are converging on Incheon in the Republic of Korea this week to discuss a new set of development goals at the World Education Forum. A draft document lays out a set of Sustainable Development Goals (SDGs), which will follow on from the Millennium Development Goals (MDGs) that included education goals to be accomplished by 2015. The MDGs called for universal access to secondary schooling and showed real progress: primary school enrolment rates in South Asia rose from 78% in 1999 to 94% in 2012 while they moved from 59% to 79% in sub-Saharan Africa over the same period. Unfortunately, the best available evidence shows that many of the students appeared not to learn anything. The evidence on international achievement tests showed dismal levels of knowledge for many of the countries that improved in school access – seat time is not the same as learning.
It is hard getting around the historic facts. Real per pupil spending has more than doubled in the past 40 years, but the mathematics and reading scores of 17-year-olds have barely budged. We must recognize that more of the same is unlikely to yield better results – and by implication reform through spending is not the way to improvement.
Despite decades of study and enormous effort, we know little about how to train or select high quality teachers. We do know, however, that there are huge differences in the effectiveness of classroom teachers and that these differences can be observed.
Given this situation, the path to improvement rests with enhanced evaluation systems for teachers combined with better personnel systems that link retention and reward to effectiveness.
It’s like the bad penny that keeps appearing, only it costs hundreds of millions of dollars. The city teachers union has begun pushing a new property-tax proposal tied to a union employment program. Everyone would be better off if they just stuck to teaching kids.
There’s nothing more tiresome than when a Cabinet secretary holds a major news conference when there is no news to announce. It is like the obligatory press conference of the NFL coach of a losing team after his team has lost again. On Tuesday, the U.S. Secretary of Education billed the release of the test scores on worldwide education called the Program for International Student Assessment (PISA) exams as a global event, even though the real news is that there is no news at all. The results revealed that U.S.
If the superintendents of failing school districts were as adept at fixing schools as they are at making excuses for their poor performance, America would have the best education system in the world.
Instead, the just-released tests administered by the Program for International Student Assessment show that other countries are making faster progress than the United States. Our teenagers are now ranked 26th in math, 21st in science and 17th in reading. Shanghai, Singapore, South Korea, and Hong Kong are leading the pack.
From 2009-2013, fourth-graders, who have had the full "benefit" of the Obama administration's nonenforcement of No Child Left Behind, improved by two points in math and just one point in reading. During those four years, eighth-graders moved up one point in math and three points in reading. Overall, those gains average out to less than a half point per year. Compare that with the previous decade (2000-09), during which average annual gains in the two subjects at both grade levels were twice as large as those registered in the last four years.
Between 1992 and 2011, the improvement in achievement by Wisconsin students was the fourth worst of the 41 states for which data are available. In that relatively short time, Wisconsin moved from sixth to 14th in the rankings. This signaled a fundamental set of problems ranging from the future earnings of Wisconsin students to the growth and prosperity of the entire state.
Policymakers and reform advocates alike have rallied around introducing a set of national content standards, suggesting that this will jump-start the stagnating achievement of U.S. students. As history clearly indicates, simply calling for students to know more is not the same as ensuring they will learn more. While I support better learning standards, we cannot be distracted from more fundamental reform of our schools.
