The U.S. education system on the world stage

Andreas Schleicher reported to the U.S. Senate on recent findings of the Organization for Economic Co-Operation and Development (OECD). U.S. education has lost its star power, according to Schleicher.

Highlights

• Of 30 countries, the U.S. ranked 26th in high school completion.
• Between 1995 and 2005, the U.S. dropped from second place to 14th in college graduation rates.
• OECD assessments showed Canadian 15-year-olds were a full year ahead of their U.S. counterparts in math and science. Canadian students from disadvantaged backgrounds were less "at risk of poor educational performance" than those in the U.S.

The results come about not because the U.S. is suddenly doing so much worse; it's just that so many countries are suddenly doing so much better. The good news is that we can learn from these countries. It does not require more money, but allocating money more efficiently, spending where it does the most good.

Causes of low diploma and degree attainment

Poor graduation rates can be traced back to students' earliest, most formative years, birth to age 3, long before public education has any influence. Students who begin kindergarten or first grade with poor skills will only catch up and succeed if early, intensive interventions are in place.

Other factors influencing the poor U.S. showing are well-known and documented: dysfunctional families and a culture that at its core does not value education.

Many point to a lack of coherent standards and curriculum. The Business Roundtable added support to this view, recently saying, "We endorse … the initiative to develop common K-12 standards and urge all states to adopt them" (December 2009). The countries with the best performance have a central curriculum and standards. Their local schools are freer to innovate with fewer regulations than their U.S. counterparts.

More money is not the answer so much as enlightened allocation of funds. An interesting series of graphs published by the University of Texas at issues.org shows that the U.S. steadily lost ground between 1995 and 2005 in granting STEM degrees. In only one category did the U.S. take the lead: spending.

Some top-ranked countries have larger classes, but more teachers are highly qualified in their field. These teachers also receive ongoing, relevant training and work in an environment that is more supportive and committed to student success.

Solutions

Follow the leaders, such as Finland and South Korea. If other countries are getting better results yet spending less, surely the U.S. should consider those approaches. Schleicher explains:

• Top-performing countries combine content standards with good classroom environment.
• They eliminate tracking and offer very early interventions.
• They have almost universal early-childhood education.

NPR's Claudio Sanchez reported similar conclusions. To ensure that college students are prepared for college-level work, begin with quality preschool, make K-12 more rigorous and hire more qualified teachers. Only then will those who enroll in college attain a degree (July 23, 2010).

Some schools have shown remarkable progress, but there is no one-size-fits-all template. These schools tailor programs to local needs and culture following a few guiding principles:

• Greater teacher preparation and support
• Greater school-home communication and collaboration
• Greater commitment to early remediation of student deficiencies, even if that requires longer school days and year-round schooling

Implications for the economy

In a world of knowledge workers, how will companies compete? In the past, they could turn to immigration to fill gaps, especially in STEM fields, but that source is drying up as foreign workers look elsewhere. A 2010 Gallop survey found that Canada attracts far more educated adults than the U.S. Of those with a four-year degree, 19 percent indicated Canada was their first choice, compared to only 9 percent for the U.S.

Business Week reporter Chris Farrel writes: "Business leaders, think tanks, government agencies and other blue chip institutions have worried about the economic impact of too many poorly educated Americans. The day of reckoning may be here" (June 24 2010).

Meaningful improvement in U.S. schools does not require more money. It does require well-trained teachers and school-community collaboration. Improvement also demands higher expectations coupled with individualized support for every student along the way.