Can US Education Be Fixed?

The following is an email I received from Lloyd Eskildson, about the failures of US education, especially in comparison with other wealthy countries.
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Your book is 'spot on' as the British would say, except for one aspect - needing more money for education. What is needed instead is much greater respect for education and increased parental/pupil motivation. Unfortunately, the resulting potential job attractiveness (also a motivator) would largely be negated by the much lower wage rates in Asia; at least this would cure the functional illiteracy issue. Though I have never taken an 'education course' nor do I have an education degree, I have had a strong interest in education for 30+ years, and have served as consultant to and Chief Deputy at the Maricopa County School Supt. Office. Following are some comments I made regarding a January, 2010 "U.S. News/World Report" that was trying to be optimistic.
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The bulk of this issue focuses on efforts to improve U.S. education. Contents include part of President Obama's plan (encouraging a longer school day and school year), D.C. schools' efforts to abandon teacher tenure and implement merit pay, New Orleans becoming the only major city with a majority of pupils in charter schools, and a major 'No Child Left Behind' (NCLB) mistake (allowing states to choose their own standards, invariably low). The issue also highlights the provocative question, "Will School Reform Fail?" on its front cover.

The answer, unfortunately, is "Yes - just like all the prior school reform efforts." But first, some background, starting with good news. 1)The "U.S. News and World Report" does not mention increased funding as a need. This follows decades of an emphasis on steadily increased inflation-adjusted funding/pupil (up about 250% in 30 years), with very little if anything to show in the way of improved pupil outcomes - especially at the high-school graduate level. Unfortunately, we have wasted trillions of dollars getting to this point, and continue doing so. 2)President Obama's efforts to extend the school day and year are on the right track. The late Professor Harold Stevenson (Univ. of Michigan) spent years researching differences between U.S. schools and those in China, Japan, and Taiwan. Each of the three nations spends a much smaller proportion of GDP on education, while their upper-level pupils consistently outscore ours. Stevenson found that Asian pupils spent almost 50% more time/week in class and had a school year about one-third longer. (Many Asian pupils also enroll in additional week-end and evening private schooling.) Similarly, years ago I found that the highest-scoring Arizona 3rd-grade readers were consistently located in the same small, farming community - the 'secret' was their teacher spent much more time on reading than others; unfortunately, this effort was not sustained in higher grades and the higher achievement faded as the pupils aged. Regardless, when Professor Stevenson presented his findings at a symposium that I helped organize, educators in attendance downplayed, belittled, and ignored his findings. 3)Studies have repeatedly found that high goals lead to higher achievement - in all areas of life. Hopefully, the NCLB mistake of allowing educators to assign themselves self-defeating low-goals (avoid accountability), will be quickly corrected now that it has been recognized.

Now, the relatively bad news. 1)U.S. educators are not likely to extend the school day and school year to come close to matching the efforts of pupils in the Far East - despite President Obama's imprimatur. 2)Education vouchers, school choice, and charter schools are major components of current reform efforts. All are based on the belief that schools competing for pupils will outperform those that do not. Makes sense, and there is some encouraging evidence. However, Stanford's Center for Research on Education Outcomes (CREDO) reported (6/15/09) that, 'in the aggregate, students in charter schools (are) not faring as well as students in traditional public schools.' Readers might be tempted to dismiss this finding as economic heresy; however, it is actually an invaluable piece of evidence. 2)The late Professor James Coleman (Univ. of Chicago) conducted one of the largest education studies in history, involving over 150,000 pupils, and intended to demonstrate that minority pupils were short-changed. Instead, Coleman found there was more variation in pupil achievement within schools than between schools - ergo, differences between U.S. schools were not the main key to success! Coleman's findings were derived from sophisticated statistical analysis. However, this major finding has been obvious for decades -sizable and sustained differences in pupil achievement exist between various ethnic and socio-economic groups. Instead of recognizing, celebrating (where appropriate), and acting upon those differences, we pretend they don't exist. When I went to school it was no secret that pupils of Asian and Jewish heritage performed, on average, much better than the rest of us. The rest of us survived a lack of special attention and got over it. Similarly, it's obvious today that minorities, in general, do much worse than most - in both dropout rates and academic achievement. How is this caused by, or to be cured by, the schools?

Coleman's finding is consistent with CREDOs. What's more, both findings are consistent with another of Stevenson's - that Asian parents (and pupils) were much more concerned about and involved with their children's' schooling than their American counterparts. Seemingly, American educators have been inadvertently functioning as education's worst enemies - constantly emphasizing the need for more money and new programs has implicitly downplayed the key role of parental and pupil motivation. Asian societies maximize those motivations through high-stakes college entrance examinations; conversely, the U.S. further reduces these motivations by trying to make it easier for graduates to attend college (already 67%, though about one-half drop out - up from one-fifth in the 1960s) through greater funding for aid and scholarships.

Finally, the really bad news. Education reform has been tried and failed for more decades than even I can recall. We've lurched back and forth from group instruction to individualized instruction, team-teaching to individual teacher teaching, bilingual instruction to English immersion, large schools to small schools, special education to mainstreaming, norm-referenced to criterion-referenced testing, New Math to higher-order thinking to rote drills, ability grouping to not, raising standards to building self-esteem through lower standards, more homework to less, reading instruction via phonics vs. whole language, cultural literacy to multiculturalism to values-free education, peer tutoring to teaching assistants, teacher-directed vs. child-centered, site-based management vs. leadership accountability, public school assignments by residence to open enrollment, vouchers, and charter schools, basic schools vs. 'regular' schools, etc. En route, we've also added kindergarten and pre-school (some areas), teacher professionalization, computers and the Internet, rebuilt and upgraded facilities, reduced class size, added specialists and supervisors, driven out competitive games in P.E., increased time-on-task (until we forgot about it), added compensatory education (Title I), Head Start, and gifted education, increased teacher pay to where it exceeds that of most private school teachers, raised additional monies through special tax programs, bake sales, book sales, and carnivals, and even mentioned parental involvement from time to time.

For what? Dropout rates, and achievement levels for those graduating are about where they were years ago. Its been like Lucie, Charlie Brown, and the football - over and over. The really good news is that Stevenson also found that U.S. children began school with higher achievement levels than their Far East competitors. We've had great educators - Jaime Escalante (Los Angeles), Marva Collins (Chicago), Mike Feinberg and Dave Levin (KIPP), Seymour Fliegel (Harlem), almost all those who taught at my high school (Wheaton High - '59), as well as innumerable successors today. But they can't do it on their own. We just need to forget about education fads, face reality, and demand more - starting with ourselves.

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My (DSM) response to this was as follows:

Thanks so much for this thoughtful essay. I agree with most of what you say, and especially your focus on the problem of parental involvement (or lack thereof) and student motivation. In my mind, though, the main reason for this in the US, compared to the other countries you mention, is simply the much higher incidence of poverty in this country. Poverty creates so many obstacles to effective education that no "fix" of the educational system is likely to work--as you point out.

Cutting Education Budgets Further Weakens the U.S.

Indiana, like most states, is facing a budget crisis, and Governor Mitch Daniels (President Bush’s former Budget Director) recently proposed cutting $300 million from K-12 education budgets—3.5% of the total. This came on the heels of some searing stories in the Indianapolis Star about the dismal state of public schools in the city.

The Governor argued that he “had no choice.” But I am always wary when someone makes that assertion. We always have choices. The issue is priorities, not a lack of choice. Indiana had no difficulty, for example, raising $720 million to build a new professional football stadium.

Money alone will not solve the problems of public education in Indiana, or in the U.S. But inadequate funding is one of the problems, and budget cuts will simply exacerbate those problems. One reason that the U.S. is falling behind globally in education, and why Indiana is lagging nationally, is because of low levels of funding for education. According to U.N. figures, the U.S. ranks 45th among the countries of the world in public spending on education, as a proportion of the economy. Among the 50 states Indiana ranks #33 in per capita expenses for K-12 education (U.S. Census Bureau data).

It should be no wonder, then, that our schools perform so poorly compared to others, both globally and nationally. The high school graduation rate in Indiana is 73%, placing us in the bottom half of the 50 states. Even worse, Indianapolis ranks dead last among the nation’s 50 largest cities in high school graduation rates

Our spending on education is low, in large part because our state revenues are low. While there has been a big hullabaloo about property taxes in the state, they are overall low compared to other states. As a proportion of household income, they rank 34th among the 50 states. Indiana’s income tax rate is also low, especially given the “flat” rate of 3.4%. Most states have “bracketed” tax rates (as for federal income taxes), which require wealthy people to pay a higher rate than poor people. Almost all such states have top brackets above 5% of income.

So we are getting what we pay for. We have low taxes, low funding for public education, and poor schools. One choice—a necessary one in my view—is to raise taxes, especially on those who can most afford it, and begin providing funding that the schools deserve. We have choices.

U.S. #1 in Cumulative Carbon Emissions

This is why the developing countries are unhappy about U.S. insistence that they cut THEIR carbon emissions!.



See scientist James Hansen's Newsweek article on "Power Failure: Politicians Are Fiddling While the Planet Burns" where he writes that "Planet earth is in imminent peril." We now have evidence, he continues "that continued exploitation of all fossil fuels on Earth threatens not only the other millions of species on the planet but also the survival of humanity itself--and the timetable is shorter than we thought."

While Hansen supported the election of Barack Obama, he now believes that in terms of climate change, "President Obama does not get it" and that he and his advisers have caved to pressure from monied interests.

"Civil resistance may be our best hope," he concludes.

The 21st Century, Multipolarity, and Education

The following email from Gaston Younger provides an interesting perspective on America's global reputation, the rise of other powers (especially in Asia) and the poor state of U.S. public education. As you will see from his emails, Younger lived in both Vietnam and France before coming to the U.S., where he served 20 years with the U.S. Army.
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I just read you book "The end of the American century" and find it very fascinating but yet a gloomy, unpleasant realistic outcome for our country if our elected public officials do not take into consideration the serious situations (financial, economic & educational) facing the US.

I was born in French Indochina & I can attest to the facts on my vacation trip to Vietnam and the surrounding countries of the former French colonial empire that China has replaced both France & the US as the preeminent global power in that part of the world. We should all welcome the new era of multipolar world; however American citizens should definitely demand from their government on both local & federal levels to invest more financial resources in public education if we are to compete successfully with the new rising powers; S Korea, India, China, Brazil.

After the disastrous eight years of the Bush regime & a total lock on power by a fanatical, right wing Taliban GOP controlled US Congress from 1994 until 2006, our country image abroad has dramatically deteriorated. It is incumbent upon informed citizens to urge their elected public officials to take implement immediate actions in the areas of k12 public education & environmental friendly green energy if we are to pull our country out of this economic fiasco.

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After receiving this email, I responded to Gaston, asking him about his own background, and this is his reply:

I was born in Vietnam from a mixed French-Vietnamese ancestry, left Vietnam in '67 for France where I continued my studies & came to the States in '73. I graduated from high school in New Orleans & joined the US Army for the next 20 years as a linguist (French & Arabic). I was stationed mostly throughout the Middle East, did couple tours on the DMZ in Korea & one tour in Germany. I was selected by the Army to attend DLI(Defense Language Institute) where I graduated top 5% in my Arabic class.

I was fortunate to have a throughout French education in my childhood in Indochina. The French educational system is second to none in Western Europe. It emphasizes primarily on the rich tradition of French literature. All kids memorize at an early age "les fables de La Fontaine"by Jean de La Fontaine, the classical works by Victor Hugo, Moliere, Guy De Maupassant, Honore de Balzac, Emile Zola, Albert Camus, Anatole France, Gustave Flaubert.

Thinking about Vietnam in the 20th century, I am saddened by the critical mistakes made by the French government in 1945, when it refused to recognize Ho Chi Minh declaration of independence; however France recognized Laos independence four years after the end of WW2. Did you know Ho Chi Minh actually admired the US? It is unfortunate the cold war allowed many demagogues particularly US Senator Joe McCarthy and many more in the Truman & Eisenhower administrations to demonize Ho Chi Minh & portrayed him a a Soviet stooge or harboring pro-Chinese sentiment while Vietnam has deep mistrust of its northern neighbors for thousand years & lets not forget it was the same Ho Chi Minh who organized the guerrilla warfare against the imperial Japanese Army occupying French Indochina while working closely with the OSS.
Like many Vietnamese, I have a deep admiration for French culture, literature, cuisine, music.

I share many of your political ideas. I worked in 2004 for John Kerry but I was disheartened by the election results, I still could not understand the reasons 58 million Americans voted for a demagogue from the red state of Texas considering his shady personal character & many policies implemented by his administration will definitely affect our country for years to come. I wore the Army uniform for 20 years with pride, but the prisoner sexual abuse at Abu Graibh made me sick to my stomach & soiled our country image throughout the world, I will never forgive this rogue Bush regime for destroying our military, ruined our country image abroad.

The midterm election in 2006 & President Obama successful election in 2008 finally gave us some hope to turn this country around, although it may be a little bit too late. The damage (fiscal policy mismanagement, unilateral foreign policy) has been done.

Is the Global Economy a Ponzi Scheme?

In his Sunday New York Times column, Thomas Friedman quotes a climate expert, Joe Romm, who nicely captures a problem that I discuss in my book, and in several blogs posted here(especially "The US Economy Will Shrink A Lot, and It Should.").

"We created a way of raising standards of living that we can't possibly pass on to our children. . .We have been getting rich by depleting all of our natural stocks--water, hydrocarbons, forests, rivers, fish and arable land--and not by generating renewable flows."

This led me to Joe Romm's blog, climateprogress.org, where he has a thoughtful and thought-provoking entry entitled "Is the Global Economy a Ponzi Scheme?" The essay, and that site, are worth a look, and I have added a link to it in my blogroll.

The Measure of America

The Social Science Research Council and Columbia University Press have published a remarkable and eye-opening book, called The Measure of America: American Human Development Report 2008-2009, which could function as a companion and statistical supplement to The End of the American Century. In analyzing the domestic situation of the U.S., The Measure of America has many of the same themes, and similar (and supporting) evidence as my book. Like my book, it shows that on most measures of societal development, the U.S. has declined over recent decades, and lost ground compared to other countries.

The Measure of America is modeled on the annual Human Development Report published since 1990 by the United Nations Development Programme. That series attempted to get away from the raw economic indicator of Gross Domestic Product, and to determine the level of human development in each country. The “human development index” used by UNDP, an alternative to GDP, was “a composite index measuring average achievement in the three basic dimensions of human development—a long and healthy life, knowledge, and a decent standard of living.” (From the Human Development Report 2006).

The Nobel Prize winning economist Amartya Sen was instrumental in developing the Human Development Report, and wrote the Foreword to The Measure of America. There, he writes that

“we have to judge the success of a society, including its economy, not just in terms of national wealth or the ubiquitous GNP, but in terms of the freedoms and capabilities that people enjoy to live as they would value living” (p. xi).

Sen observes that this approach has been “remarkably neglected in the United States in particular” and notes in this country “a major discrepancy between opulence and achievement.” The U.S. may be on some measures the world’s wealthiest nation, but “its accomplishments in longevity, secure health, fine education and other such basic features of good living are considerably below those of many other—often much poorer—countries.” He also notes, as I do in my book, that the position of the U.S. relative to other countries has been “steadily falling” over the years (p. xii).

The book itself assembles data in clearly presented tables on the three main “building blocks” of the human development index: a long and healthy life; access to knowledge; and a decent standard of living. In all three areas, the U.S. fares poorly in comparison to other countries. Compared to other wealthy countries, for example, the U.S. ranks #24 in life expectancy; #18 in high school graduation rates; and #2 in poverty rates (you don’t want to rank high on that one!).

The data shows the downward trend for the U.S. over time in most of these measures as well. And for the overall index, the U.S. world rank dropped from #2 in 1980 (behind only Switzerland) to #12 in 2005. Countries ahead of us include much of western Europe, Canada, Australia and Japan.

(The American Human Development Project also maintains a useful website at this link.)

These are all trends and themes presented in The End of the American Century, where I also use authoritative data (including many of the same measures used in The Measure of America). They point out how far the U.S. has fallen, and how much work we have to do. The problems of the U.S., both economic and social, predate the disastrous Bush presidency, which simply exacerbated them all. It took more than eight years to dig us into this hole, and will take at least that long to recover. But we have to recognize these problems and understand them before we can begin to solve them.

The Measure of America: American Human Development Report, 2008-2009 (A Columbia / SSRC Book)

U.S. Loses High-Tech Dominance

For most of the 20th Century, the U.S. was the world leader in science, technology, and innovation, with the best scientists, the best universities and the most advanced research and development programs. But all of that has begun to change as other countries and regions have become more advanced and more competitive and increasingly challenge U.S. dominance.

A recent article in the New York Times addressed the U.S. technological decline, and the ways Senators Obama and McCain have approached the issue. This story includes some eye-opening statistics about the loss of U.S. primacy in technology, innovation and R&D. At the top of the story, the Times points out the importance of this sector for America’s economy and role in the world:

For decades the United States dominated the technological revolution sweeping the globe. The nation’s science and engineering skills produced vast gains in productivity and wealth, powered its military and made it the de facto world leader. Today, the dominance is eroding.

One sees this in multiple indicators, but perhaps the most important is the country’s high-technology balance of trade. Until 2002, the U.S. always exported more high-tech products than it imported. In that year, the trend reversed, and the technology trade balance has steadily declined, with the annual gap exceeding $50 billion in 2007.

The U.S. has also fallen behind in spending on research and development, which drives high-tech innovation and development. As a percent of GDP, total R&D expenditures have remained flat since the 1960s, while federal government spending on R&D has declined steadily. The U.S. has fallen to 8th place worldwide on R&D spending as a share of GDP, behind Israel, Sweden, Finland, Japan, South Korea, Switzerland and Iceland (Popular Science 11/08).

China is not yet on that top-ten list, but may not be far behind. The country is ramping up support for high tech innovation and R&D, and President Hu Jintao this year called on Chinese scientists to challenge other countries in this area: "We are ready for a fight,” he said, “to control the scientific high ground and earn a seat on the world’s high technology board.” ("China's Industrial Ambition")

The U.S. is also slipping, relative to other countries, in the creation of patents, scientific inventions, the publication of science and engineering articles, and the number of students focusing on science, math and engineering. In international comparisons of scientific and mathematical literacy, and in international competitions in those fields, American students fare poorly, often ranking near the bottom of the group of wealthy countries. Increasingly the top science and engineering students in this country are citizens of other countries, who then return home. Science magazine (7/11/08) recently reported that the most likely undergraduate alma maters for those who earned a U.S. Ph.D. were—get this--Tsinghua University and Peking University—both in Beijing.

These worrisome developments prompted a major study recently, “Rising Above the Gathering Storm,” from the National Academies, the nation’s most eminent scientific and engineering organization, calling for the U.S. to strengthen its international competitiveness. The authors of the report were “deeply concerned that the scientific and technological building blocks critical to our economic leadership are eroding at a time when many other nations are gathering strength” and were “worried about the future prosperity of the United States. A review of high tech by the magazine Popular Science (11/08) puts it a but more bluntly: “The technological dominance of the United States may soon go the way of the dollar.”

Fortunately, the man who will probably take over as President next January, Barack Obama, is on top of these issues, often speaks about them, and has aggressively promoted efforts to remedy them. In his book The Audacity of Hope, he called for a doubling of federal funding for basic research and the training of 100,000 more engineers and scientists over the next four years. He co-sponsored a bill in Congress based on the recommendations of “The Gathering Storm” and called for increased federal support of science education, especially for women and minorities. The Senate passed the bill 88 to 8 ( Senator McCain abstained), but has not yet funded the programs. It will be an expensive proposition—about $43 billion for the first three years—which will be all that much more difficult to manage in this time of economic crisis. But these long-term investments are critical to recovering America’s economic dynamism

U.S. Intelligence Predicts Reduced U.S. Dominance

A Washington Post article this week (9/10/08) reports on a forthcoming U.S. intelligence agencies report that “envisions a steady decline in U.S. dominance in the coming decades.” Thomas Finger, a top analyst for the U.S. intelligence community, delivered the preview in a speech in which he saw U.S. global leadership rapidly eroding in “political, economic and arguably, cultural arenas.” The one area of continued U.S. dominance—military power—was becoming increasingly irrelevant as an asset in global power and influence.

These are all themes of The End of the American Century, so should not be terribly surprising, except for the source—the U.S. government itself—and the sweep of the conclusions. It is not just U.S. diplomatic influence that is on the wane, but political, economic, cultural and military leadership as well. The multidimensional and interrelated aspects of U.S. decline are the central theme of my book, but it is startling to hear it expressed so bluntly from the top intelligence analysts of the federal government.

The intelligence report, however, misses a key element of the declining global influence of the U.S.: its domestic weakening. Fingar’s speech saw the decline in U.S. dominance coming from exclusively global trends: globalization, climate change, resource shortages. All of these are important, of course, but the root of America’s declining global influence is here at home. Just as at the global level, the domestic decay is multidimensional—it is political, social and (especially) economic; and affects education, health care, infrastructure, and competitiveness.

The United States has become the world’s largest debtor, and the governments of other countries are increasingly worried about the scope and scale of U.S. debt and fiscal weaknesses. Even the International Monetary Fund, normally concerned about debt and insolvency in Third World countries, has warned that the continuing large budget deficits of the U.S pose “a significant threat for the rest of the world.” Other countries are beginning to turn away from the United States, both for investments and for global economic leadership, and are increasingly abandoning the dollar as the favored international currency. This is one reason for the sharp and steady decline of the dollar compared to the euro and other international currencies.

In many other respects, as well, the United States is no longer seen as the standard for emulation by other countries. The U.S. has among the highest rates of both poverty and inequality in the developed world. This poverty and inequality contribute to highly uneven access to health care, so the U.S. ranks near the bottom of developed countries in most measures of health and medical care. Even our vaunted democracy, the “beacon on the hill” for centuries, is now so dominated by money and special interests that it is rarely cited by other countries as a model for political development. Global public opinion polls in the past showed foreign populations skeptical and wary of the U.S. government; increasingly now they reveal negativity toward the U.S. population, and even to U.S. ideals. All aspects of American “soft power” are withering away.

The Fingar report, like Fareed Zakaria’s new book The Post-American World, sees this global shift coming because of “the rise of the rest”—global powerhouses like China, India and Brazil that increasingly cut into the U.S. lead on the world stage. Zakaria asserts, indeed, that the shift is not about the decline of America, and writes about the many elements of this country’s continuing strength. Solidly within the U.S. establishment, both of these analyses ignore the sand shifting beneath their own feet. Only by confronting and addressing our own domestic weaknesses and problems can we begin to solve our international ones.