The following are articles I found that relate to the problem of education in America.
Clueless in America
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By BOB HERBERT NYTimes
Published: April 22, 2008
An American kid drops out of high school every 26 seconds. That’s more than a million every year, a sign of big trouble for these largely clueless youngsters in an era in which a college education is crucial to maintaining a middle-class quality of life — and for the country as a whole in a world that is becoming more hotly competitive every day.
Ignorance in the United States is not just bliss, it’s widespread. A recent survey of teenagers by the education advocacy group Common Core found that a quarter could not identify Adolf Hitler, a third did not know that the Bill of Rights guaranteed freedom of speech and religion, and fewer than half knew that the Civil War took place between 1850 and 1900.
“We have one of the highest dropout rates in the industrialized world,” said Allan Golston, the president of U.S. programs for the Bill and Melinda Gates Foundation. In a discussion over lunch recently he described the situation as “actually pretty scary, alarming.”
Roughly a third of all American high school students drop out. Another third graduate but are not prepared for the next stage of life — either productive work or some form of post-secondary education.
When two-thirds of all teenagers old enough to graduate from high school are incapable of mastering college-level work, the nation is doing something awfully wrong.
Mr. Golston noted that the performance of American students, when compared with their peers in other countries, tends to grow increasingly dismal as they move through the higher grades:
“In math and science, for example, our fourth graders are among the top students globally. By roughly eighth grade, they’re in the middle of the pack. And by the 12th grade, U.S. students are scoring generally near the bottom of all industrialized countries.”
Many students get a first-rate education in the public schools, but they represent too small a fraction of the whole.
Bill Gates, the founder of Microsoft, offered a brutal critique of the nation’s high schools a few years ago, describing them as “obsolete” and saying, “When I compare our high schools with what I see when I’m traveling abroad, I am terrified for our work force of tomorrow.”
Said Mr. Gates: “By obsolete, I don’t just mean that they are broken, flawed or underfunded, though a case could be made for every one of those points. By obsolete, I mean our high schools — even when they’re working as designed — cannot teach all our students what they need to know today.”
The Educational Testing Service, in a report titled “America’s Perfect Storm,” cited three powerful forces that are affecting the quality of life for millions of Americans and already shaping the nation’s future. They are:
• The wide disparity in the literacy and math skills of both the school-age and adult populations. These skills, which play such a tremendous role in the lives of individuals and families, vary widely across racial, ethnic and socioeconomic groups.
• The “seismic changes” in the U.S. economy that have resulted from globalization, technological advances, shifts in the relationship of labor and capital, and other developments.
• Sweeping demographic changes. By 2030, the U.S. population is expected to reach 360 million. That population will be older and substantially more diverse, with immigration having a big impact on both the population as a whole and the work force.
These and so many other issues of crucial national importance require an educated populace if they are to be dealt with effectively. At the moment we are not even coming close to equipping the population with the intellectual tools that are needed.
While we’re effectively standing in place, other nations are catching up and passing us when it comes to educational achievement. You have to be pretty dopey not to see the implications of that.
But, then, some of us are pretty dopey. In the Common Core survey, nearly 20 percent of respondents did not know who the U.S. fought in World War II. Eleven percent thought that Dwight Eisenhower was the president forced from office by the Watergate scandal. Another 11 percent thought it was Harry Truman.
We’ve got work to do.
An article “Writing off Reading” appeared in the Washington Post Sunday August 20. This article was written by a college professor to speak to the problem of students entering college without sufficient vocabulary comprehension. The problem is described as a lack of reading experience in K-12.
“How does one explain the inability of college students to read or write at even a high school level? One explanation, which owes as much to the culture as to the schools, is that kids don't read for pleasure. And because they don't read, they are less able to navigate the language. If words are the coin of their thought, they're working with little more than pocket change.”
“When students with A averages can't write simple English, it shouldn't be surprising that people ask what a high school diploma is really worth. In California this year, hundreds of high school students, many with good grades, faced the prospect of not graduating because they could not pass a state-mandated exit exam. Although a judge overturned the effort, legislators (not always so literate themselves) in other states have also called for exit exams. It's hardly unreasonable to ask that students demonstrate a minimum competency in basic subjects, especially English.”
This is a serious problem in the United States and I assume it may also be a serious problem in all nations.
Quotes from
Writing Off Reading
New York, N.Y. - Literary reading is in dramatic decline with fewer than half of American adults now reading literature, according to a National Endowment for the Arts (NEA) survey released today. Reading at Risk: A Survey of Literary Reading in America reports drops in all groups studied, with the steepest rate of decline - 28 percent - occurring in the youngest age groups.
The study also documents an overall decline of 10 percentage points in literary readers from 1982 to 2002, representing a loss of 20 million potential readers. The rate of decline is increasing and, according to the survey, has nearly tripled in the last decade. The findings were announced today by NEA Chairman Dana Gioia during a news conference at the New York Public Library.
"This report documents a national crisis," Gioia said. "Reading develops a capacity for focused attention and imaginative growth that enriches both private and public life. The decline in reading among every segment of the adult population reflects a general collapse in advanced literacy. To lose this human capacity - and all the diverse benefits it fosters - impoverishes both cultural and civic life."
While all demographic groups showed declines in literary reading between 1982 and 2002, the survey shows some are dropping more rapidly than others. The overall rate of decline has accelerated from 5 to 14 percent since 1992.
Women read more literature than men do, but the survey indicates literary reading by both genders is declining. Only slightly more than one-third of adult males now read literature. Reading among women is also declining significantly, but at a slower rate.
Literary reading declined among whites, African Americans and Hispanics. Among ethnic and racial groups surveyed, literary reading decreased most strongly among Hispanic Americans, dropping by 10 percentage points.
By age, the three youngest groups saw the steepest drops, but literary reading declined among all age groups. The rate of decline for the youngest adults, those aged 18 to 24, was 55 percent greater than that of the total adult population.
The rate of decline in literary reading is calculated by dividing the percentage point drop by the original percentage of literary readers.
Reading also affects lifestyle, the study shows. Literary readers are much more likely to be involved in cultural, sports and volunteer activities than are non-readers. For example, literary readers are nearly three times as likely to attend a performing arts event, almost four times as likely to visit an art museum, more than two-and-a-half times as likely to do volunteer or charity work, and over one-and-a-half times as likely to attend or participate in sports activities. People who read more books tend to have the highest level of participation in other activities.
The most important factor in literacy reading rates is education, the report shows. Only 14 percent of adults with a grade school education read literature in 2002. By contrast, more than five times as many respondents with a graduate school education - 74 percent - read literary works.
Family income also affects the literary reading rate, though not as strongly as education. About one-third of the lowest income group - those with a family income under $10,000 - read literature during the survey year, compared with 61 percent of the highest income group - those with family income of $75,000 or more.
According to the survey, the most popular types of literature are novels or short stories, which were read by 45 percent or 93 million adults in the previous year. Poetry was read by 12 percent or 25 million people, while just 4 percent or seven million people reported having read a play.
Contrary to the overall decline in literary reading, the number of people doing creative writing increased by 30 percent, from 11 million in 1982 to more than 14 million in 2002. However, the number of people who reported having taken a creative writing class or lesson decreased by 2.2 million during the same time period.
The survey also studied the correlation between literary reading and other activities. For instance, literature readers watched an average of 2.7 hours of television each day, while people who do not read literary works watched an average of 3.1 hours daily. Adults who did not watch TV in a typical day are 48 percent more likely to be frequent readers - consuming from 12 to 49 books each year - than are those who watched one to three hours daily.
"America can no longer take active and engaged literacy for granted," according to Gioia. "As more Americans lose this capability, our nation becomes less informed, active, and independent minded. These are not qualities that a free, innovative, or productive society can afford to lose.
"No single factor caused this problem. No single solution can solve it. But it cannot be ignored and must be addressed," Gioia said.
Reading at Risk presents the results from the literature segment of the Survey of Public Participation in the Arts, conducted by the Census Bureau in 2002 at the NEA' s request. The survey asked more than 17,000 adults if - during the previous 12 months - they had read any novels, short stories, poetry or plays in their leisure time, that were not required for work or school. The report extrapolates and interprets data on literary reading and compares them with results from similar surveys carried out in 1982 and 1992.
Reading At Risk can be downloaded as a PDF document. Hard copies can also be requested free of charge through the Arts Endowment's web site.
A few years ago, I began keeping a list of everyday words that may as well have been potholes in exchanges with college students. It began with a fellow who was two months away from graduating from a well-respected Midwestern university.
"And what was the impetus for that?" I asked as he finished a presentation.
At the word "impetus" his head snapped sideways, as if by reflex. "The what?" he asked.
"The impetus. What gave rise to it? What prompted it?"
I wouldn't have guessed that impetus was a 25-cent word. But I also wouldn't have guessed that "ramshackle" and "lucid" were exactly recondite, either. I've had to explain both. You can be dead certain that today's college students carry a weekly planner. But they may or may not own a dictionary, and if they do own one, it doesn't get much use. ("Why do you need a dictionary when you can just go online?" more than one student has asked me.)
You may be surprised -- and dismayed -- by some of the words on my list.
"Advocate," for example. Neither the verb nor the noun was immediately clear to students who had graduated from high school with GPAs above 3.5. A few others:
"Derelict," as in neglectful.
And my favorite: "Novel," as in new and as a literary form. College students nowadays call any book, fact or fiction, a novel. I have no idea why this is, but I first became acquainted with the peculiarity when a senior at one of the country's better state universities wrote a paper in which she referred to "The Prince" as "Machiavelli's novel."
As freshmen start showing up for classes this month, colleges will have a new influx of high school graduates with gilded GPAs, and it won't be long before one professor whispers to another: Did no one teach these kids basic English? The unhappy truth is that many students are hard-pressed to string together coherent sentences, to tell a pronoun from a preposition, even to distinguish between "then" and "than." Yet they got A's.
How does one explain the inability of college students to read or write at even a high school level? One explanation, which owes as much to the culture as to the schools, is that kids don't read for pleasure. And because they don't read, they are less able to navigate the language. If words are the coin of their thought, they're working with little more than pocket change.
Say this -- but no more -- for the Bush administration's No Child Left Behind Act: It at least recognizes the problem. What we're graduating from our high schools isn't college material. Sometimes it isn't even good high school material.
How does one explain the inability of college students to read or write at even a high school level? One explanation, which owes as much to the culture as to the schools, is that kids don't read for pleasure. And because they don't read, they are less able to navigate the language. If words are the coin of their thought, they're working with little more than pocket change.
Say this -- but no more -- for the Bush administration's No Child Left Behind Act: It at least recognizes the problem. What we're graduating from our high schools isn't college material. Sometimes it isn't even good high school material.
When students with A averages can't write simple English, it shouldn't be surprising that people ask what a high school diploma is really worth. In California this year, hundreds of high school students, many with good grades, faced the prospect of not graduating because they could not pass a state-mandated exit exam. Although a judge overturned the effort, legislators (not always so literate themselves) in other states have also called for exit exams. It's hardly unreasonable to ask that students demonstrate a minimum competency in basic subjects, especially English.
Exit exams have become almost a necessity because the GPA is not to be trusted. In my experience, a high SAT score is far more reliable than a high GPA -- more indicative of quickness and acuity, and more reflective of familiarity with language and ideas. College admissions specialists are of a different view and are apt to label the student with high SAT scores but mediocre grades unmotivated, even lazy.
I'll take that student any day. I've known such students. They may have been bored in high school but they read widely and without prodding from a parent. And they could have nominated a few favorite writers besides Dan Brown -- even if they thoroughly enjoyed "The DaVinci Code."
I suspect they would have understood the point I tried unsuccessfully to make once when I quoted Joseph Pulitzer to my students. It is journalism's job, he said, to comfort the afflicted and afflict the comfortable. Too obvious, you think? I might have thought so myself -- if the words "afflicted" and "afflict" hadn't stumped the whole class.
The fallacy of schools, rather than students, are good or bad
