Look at the history of the US educaational system over the past 100 years; you will see it is based on the agricultural and factory type of economic models that high school grads would work. That model has changed, indeed the world is flat, there is now a global workforce. Those countries w/the greatest skills -generally math, science and languaages, are gaining the high tech high value markets. The US now exports a lot of raw materials -scrap metal, paper, plastic waste to those countries who then produce high value electronic products and services.
Our country does not rank highly when compared to many of the industrial countries. The recent National Governor's Association published a study on Benchmarking the US education to the world's best and found it is sorely lacking. Thus, one approach is to develop high standards for the country in math and English to better develop our workforce and thus compete in the world's global market. That is the reason behind the standards. Most local school boards are rather short sighted when it comes to a global market and its demands. Business has to change to be a global competitor, so does the education system.
Roanld eugeneof MD9:36PM August 26, 2009
I think that this discussion is hilarious. The Democrats just spent eight years telling voters how terrible testing and standards are. The teachers' unions certainly don't want to have tests and standards - any measurements for that matter.
The last time I looked, education was the responsibility of state and local governments. I realize that this changed in during the 1990s. Now that we have had a national Department of Education for almost two decades, hasn't our education problems been solved by Washington?
Of course, the ones to solve our nation's education issues are called parents, teachers, and local school administrators. If you think that someone in Washington is going to solve them, I know a bridge or two you might want to look into.
JR Gordonof FL11:37PM August 02, 2009
As of today, every state except Alaska has signed on to the largely non-transparent process of developing national math and English standards for US students via the NGA and the CCSSO. There is an as yet to be named "Validation Committee" who may ultimately give the stamp of approval for the standards the Writing Committee has developed.
So, what is all the hub bub about? Well, for one, the US sits at the bottom when compared to international peers. For example, the PISA study of 2006 found 24 countries outperfroming US students in math. And, some of these countries are significantly less fortunate than US students from an economic standpoint.
A staggering 40% of US high school graduates entering college take remedial math. And, of these students more than half do not complete a 4-year degree. Thus, the problem lies in how we develop our children through their K-12 education. US students fall victim to curricula du jour that lose sight on its fundamental task. That is, to provide a solid foundation of basic arithmetic skills that are necessary for a student to take algebra and so forth. The fast moving out of control train ultimately leads to the large scale unprepared student body entering the college station with poor skills. And, these students do not succeed.
Let us not forget, that many US families have understood this and have understood this for a long time. Tutor use is at an all-time high in the US! However, it is not always possible for families to afford tutors. So, these tax paying citizens, often from inner cities, are further segregated from their US peers. So, too, the educational gap widens.
Getting back to the current initiative at hand, from what has been released it is clear that the voice of the mathematically literate parent who can only disclose a true desire for a better education for his/her child is missing from the cohort. And, a national process will only take this further out of their reach.
www.usworldclassmath.org
www.ctcoalitionforworldclassmath.com
Laura Troidleof CT7:23AM July 14, 2009
The real question is not what standards will be chosen, but whether this is even an appropriate national role. Education has been the purview of states and local boards of education, but more and more the federal government is intruding. Even if national standards are "models," we know that will drive testing etc. and essentially become a requirement. We should be careful about whether we want to go down this path . . .
Millerof ID5:27PM July 07, 2009
This begs for the establishment of a Two Tiered education system!
One to direct students going on to College and beyond.
The other to advance the knowledge of students going into Technical fields.
By the end of the Tenth Grade it should be possible to identify those who will suceed in college level training and those going directly into the workplace.
If going on into our University systems, advanced higher level courses need be taught to challenge these students to do their best!
If going into the workplace, identify sponsors with the ability to hire, in the community OR regionally, to support Apprentice type training, during the last TWO years of High school, to enhance these students abilities to succeed! Auto engine/colision repair, Carpentry, woodworking, IT/computer repair, small engine repair, whatever training necessary for a leg up in this coming economy!
Also require for ALL students, at minimum, a one semester course in Checkbook, Credit card, and personal financial management (including how and why to save for retirement). Living within your salary stuff!
dogenof OR2:10PM July 07, 2009
Really, we all know the 2 reasons why our public schools are not educating enough of our children:
1. Too many of our children are not sufficiently motivated to learn (this is mostly because their parents do not prize education sufficiently to motivate their children to do the best that they can in school); and
2. Too many of our teachers are not sufficiently qualified to do a good enough job of teaching.
There is little we can do about the first reason--unfortunately, that's just the culture of a significant segment of our country. To change that culture, I'm afraid, is a project of immense proportions.
Among Jews, the tradition of revering Talmudic and other scholarship is thousands of years old--which is probably why Jews have the highest rate of college attendance. In East Asian countries, the culture prizes education so much that all people make sure their children study their hardest--but that's the result of more than 2000 years of Confucian culture.
But we can do something about the second reason. We need to try to get better and more qualified people to be teachers--for example, by raising salaries, so that we get better and brighter teachers.
It used to be when women had limited career opportunities, the best and brightest women became teachers and nurses. Today, we hear too many stories of significant numbers of our teachers unable to pass rudimentary tests in english and writing and math and science. Clearly, too many of our teachers are not those who did the best in college--too many are from the lower reaches.
Today, the best and brightest of our young people become Investment Bankers, Doctors, etc. We need to figure out what it will take to recruit the best and the brightest to be our teachers again--and do it!
At the same time, we also need to radically change our ability to fire poor quality teachers. The most important part of this effort is to de-fang teachers' unions (who have become anachronistic in many aspects) with regard to their ability to stand in the way of merit pay and promotions and the demoting and firing of not qualified teachers.
Just by throwing more money at the problem--doing more of the same of what we have been doing (including Charter Schools) and not directily addressing the real reasons of the problem--will not significantly improve our education problem.
As Einstein said, madness is doing the same thing but expecting a different outcome.
Steve Wangof PA11:17AM July 07, 2009
They (we) can't seem to agree on what is supposed to be known at the end of the 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th, 11th and 12th grades.
Seen in that simple context, this is about the dumbest thing you ever heard of, isn't it? A dozen entreprenuerial school teachers with B.S. degrees ought to get together, write the darn standards and foist them on the public like J.K. Rowling did Harry Potter---leaving the politicians and the PhD.s in the dust. They'd 1) make a mint, and 2) be national heroes.
Muserof NM9:48PM July 05, 2009
Wouldn't it be a useful idea to look at what countries successful in educating their students are doing? Perhaps we might learn a thing or two.
Roger Morse8:51AM July 03, 2009
Alan November says "It should be based on each student's individual learning needs and progress."
Yet another typical motherhood cop-out statement. My advise to curriculum developers is to wake up to such statements, for those who utter them are to be mistrusted.
Look for the science and ignore the 'philosophies'. Implement that which has been tested (in a true sense - not this edu-babble nonsense - any student can be assessed as having 'made progress' according to his learning needs - what irresponsible unaccountable nonsense) and found to WORK.
Report cards may come out only twice a year, but education news happens every day. Here is where U.S. News writers grade the latest developments, from school districts banning the game of tag to congressional debates that affect college affordability. Check regularly for the most recent updates.
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Roanld eugene of MD 9:36PM August 26, 2009
JR Gordon of FL 11:37PM August 02, 2009
Laura Troidle of CT 7:23AM July 14, 2009
Miller of ID 5:27PM July 07, 2009
dogen of OR 2:10PM July 07, 2009
Steve Wang of PA 11:17AM July 07, 2009
Muser of NM 9:48PM July 05, 2009
Roger Morse 8:51AM July 03, 2009
Jean Clyde 10:18PM July 02, 2009