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| Young tongues: Kindergartners learn Spanish as part of a language-immersion program in Columbus, Ohio. Such programs may give
students an edge in the global economy. Doral Chenoweth III/Columbus (Ohio) Dispatch/AP |
World's schools teach U.S. a lesson
To help US students compete in the global economy, educators seek a way to compare American schoolchildren with those abroad.
By Stacy Teicher Khadaroo | Staff writer of The Christian Science Monitorfrom the November 14, 2007 edition
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Susan Zelman, head of Ohio's education department, has visited classrooms in China, India, and Japan. She's met young people with whom her students will potentially be competing – and collaborating – when they start careers. And she's impressed.
In Ohio, "our economy is in the tubes," she says, "so there's really an economic need to think about, How can we build the workforce?... How can we build a world-class learning system?"
In the quest to answer that, Ohio is the first state to use an analysis of the best-performing nations as a benchmark for its own academic policies. But it's certainly not the only state or school district that's looking beyond domestic borders to gauge how well it's doing.
There's no universal agreement on the best way to compare vastly different education systems around the world – or on what lessons to draw from data available so far. But there's clearly an appetite for more information.
Despite such momentum, improvements in education in the United States aren't coming fast enough for some – particularly those in the business community. "As a nation, our ability to create intellectual property is pretty much fundamental to continue to drive our economy, and we don't want to see the US fall behind there," says William Swope, a vice president of Intel Corp., whose philanthropy helps train math and science teachers in the US and abroad. "The governments of the world that are serious about education are applying the best known methods for improving the quality of their graduates," he says.
For states interested in international benchmarking, a new report just added a piece to the puzzle. It takes data from each state's 8th-grade scores in math and science on the National Assessment of Educational Progress (NAEP) and links it to the Trends in International Mathematics and Science Study (TIMSS). The two tests were designed to be compatible, says Gary Phillips, chief scientist at American Institutes for Research (AIR, www.air.org), a nonprofit in Washington that released the data Nov. 13. Each state can see where it ranks on a scale with 45 industrialized and developing countries.
"Most [states] are doing as well as or better than most countries," Mr. Phillips says. But he's concerned because "our best states are ... lower than the best countries – so even though we're in the race, we're not winning the race."
Another common concern: The number of bachelor's degrees in science and technology in the US, while still on the rise, has not kept pace with gains in other countries, the American Council on Education reports. Several nations now spend a higher portion of their gross domestic product on R&D than does the US.
India and China are not yet ranked in the most common international comparisons, but they are seen as competitors because of their sheer size and their fast development.
America's economic dominance emerged in a context that won't be repeated, notes Vivien Stewart, vice president for education at the nonprofit Asia Society in New York. After World War II, much of the world was rebuilding or was still undeveloped. The US invested heavily in education, becoming the first to approach universal high school attendance. More recently, the removal of Communist barriers and the emergence of world trade agreements have produced "a kind of a seismic shift," Ms. Stewart says. "The competition is going to get tougher for the US on every dimension. And therefore the state of our education system becomes more important than when we were the sole economic superpower."
Stewart has led state education officials on visits to China and India. In China, there are large gaps between rural and urban education levels, "but the rate of progress is extraordinary," she says. At the best high schools, 15-year-olds talked to the visitors in English about academic work equal to or above what's common at the best schools in the US. Visitors found that Chinese students know a great deal about the US and world history. What pervades is "the intensity of commitment to education, not only on the part of government but also the students," Stewart says.
Ms. Zelman of Ohio took note on her visit that some of China's elite high schools are partnerships among businesses, universities, and the K-12 system. Ohio is working to create such partnerships, she says, but "quite frankly, we don't have anything comparable."
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