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Monday, September 19, 2011
Monday, September 12, 2011
America: Losing Ground in the Global Education Race
It's no secret that the modern economy demands workers that are increasingly skilled, particularly in advanced, specific skills like mathematics and engineering. Another obvious fact is the poor condition of the American economy. Combine the two, however, and a surprising and troubling situation emerges. Despite high unemployment rates, the aforementioned advanced jobs are available. The problem is filling these positions with capable, appropriately educated workers. America is not producing viable candidates, and companies are forced to hire more capable candidates from other countries. Why does this gap exist? Could it be that our education system is to blame?
A recent article appearing on Education Next compares the performance of U.S. students and other countries in the areas of mathematics and reading proficiency. The results are not encouraging. The comparisons are based upon two assessment organizations that are generally considered as "report cards" of American and global students. These are the National Assessment of Educational Progress (America) and the Program for International Student Assessment (global). For a full breakdown and explanation of the comparisons and results, check out the full article. It's absolutely worth a read.
The broad findings of the comparisons are this: U.S. students are consistently performing well below students from several countries around the globe in both mathematics and reading. The gap is much more pronounced in mathematics, which is without a doubt the skill more applicable to today's economy (and likely the future's).
Perhaps most stunning is the fact that only one U.S. state - Massachusetts - has above a 50 percent proficiency rating in either subject. Many states, in fact, score far below that mark. This means that the vast majority of our students are not proficient in either mathematics or reading. Statistics such as these reinforce the increasingly obvious fact that America, once the undisputed leader in global education, is steadily losing ground to parts of the rest of the world.
The pivotal question is, of course, what will we do about it? I ask you - what can be done? What should be done? Sound off in the comments section below.
A recent article appearing on Education Next compares the performance of U.S. students and other countries in the areas of mathematics and reading proficiency. The results are not encouraging. The comparisons are based upon two assessment organizations that are generally considered as "report cards" of American and global students. These are the National Assessment of Educational Progress (America) and the Program for International Student Assessment (global). For a full breakdown and explanation of the comparisons and results, check out the full article. It's absolutely worth a read.
The broad findings of the comparisons are this: U.S. students are consistently performing well below students from several countries around the globe in both mathematics and reading. The gap is much more pronounced in mathematics, which is without a doubt the skill more applicable to today's economy (and likely the future's).
Perhaps most stunning is the fact that only one U.S. state - Massachusetts - has above a 50 percent proficiency rating in either subject. Many states, in fact, score far below that mark. This means that the vast majority of our students are not proficient in either mathematics or reading. Statistics such as these reinforce the increasingly obvious fact that America, once the undisputed leader in global education, is steadily losing ground to parts of the rest of the world.
The pivotal question is, of course, what will we do about it? I ask you - what can be done? What should be done? Sound off in the comments section below.
Friday, September 2, 2011
Forbidden Facebook?
Earlier this summer, we posted about the pros and cons of using Facebook in your classroom. Since then, the debate over social media's emerging roles in education has continued.
The Dayton Daily News (LEP's local newspaper) recently published an article about the city of Dayton Public School District's decision to ban its teachers from interacting with students via unapproved media, including Facebook and text messaging. This plan applies to the popular industry go-around of professional Facebook accounts, as well.
The move is a first in the area - neighboring districts have safety policies in place, but most of these restrict the conditions or frequency of use, rather than forbidding it outright. Early reaction seems to be positive.
My reaction? Let's call it mixed.While I applaud the district's firm stance (let's not waffle on the issue, I say - pick a side rationally and plant your feet firmly), I have to wonder if it's playing things safe on a convoluted issue. As our previous post discussed, there are many reasons to be concerned about teacher-student communication through social media. But locking the door and throwing away the key seems excessive. True, leaving that door open allows the potential passage of inappropriate communication. But closing it forever stems the gathering tide of opportunity that's knocking with ever-increasing insistence on Education's door.
I do not think it wise to ignore social media's potential positive impact upon students, teachers, and the communication that tethers them. The gap between educator and educated should be bridged whenever possible, the ultimate goal being a unified classroom that thrives together. It's a difficult commitment to make, and the process must be supervised and adjusted in order to craft a properly functioning tool. But, oh, the things that tool might fix!
The Dayton Public School District has decided to ignore that tool's presence. My question? What will they do when they realize how badly they need it?
The Dayton Daily News (LEP's local newspaper) recently published an article about the city of Dayton Public School District's decision to ban its teachers from interacting with students via unapproved media, including Facebook and text messaging. This plan applies to the popular industry go-around of professional Facebook accounts, as well.
The move is a first in the area - neighboring districts have safety policies in place, but most of these restrict the conditions or frequency of use, rather than forbidding it outright. Early reaction seems to be positive.
My reaction? Let's call it mixed.While I applaud the district's firm stance (let's not waffle on the issue, I say - pick a side rationally and plant your feet firmly), I have to wonder if it's playing things safe on a convoluted issue. As our previous post discussed, there are many reasons to be concerned about teacher-student communication through social media. But locking the door and throwing away the key seems excessive. True, leaving that door open allows the potential passage of inappropriate communication. But closing it forever stems the gathering tide of opportunity that's knocking with ever-increasing insistence on Education's door.
I do not think it wise to ignore social media's potential positive impact upon students, teachers, and the communication that tethers them. The gap between educator and educated should be bridged whenever possible, the ultimate goal being a unified classroom that thrives together. It's a difficult commitment to make, and the process must be supervised and adjusted in order to craft a properly functioning tool. But, oh, the things that tool might fix!
The Dayton Public School District has decided to ignore that tool's presence. My question? What will they do when they realize how badly they need it?
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