“Our economic competitors, including Japan, Korea, and Germany,” score much higher, notes Mark Schneider on The Quick and the Ed. “What should scare us is the low percentage of students in the highest levels of performance (PISA level 5 and above).”
The U.S. has concentrated on leaving no child behind. NAEP “scores of African Americans, Hispanics, and low-income fourth and eighth graders in reading and math have leaped upward,” but “the percentage of students who score at NAEP’s advanced level has stagnated.”
Child poverty doesn’t explain U.S. mediocrity, argues Mike Petrilli on Flypaper. The U.S. does better in reading, which is far more linked to parental education, than in math, which is more school-dependent.
The U.S. is about average for child poverty for countries in the survey, adds Marc Tucker, director of the Center on Education and the Economy. Diversity doesn’t explain it either. Five PISA countries — some with higher scores have a higher percentage of immigrant students.
Others say that the U.S. is unique because in that it educates everyone and the countries listed among the top performers only educate their elite. In fact, the dropout rate in our high schools is around 25 percent, while some of the top performers are graduating close to 90 percent of the students who enter their high schools. It is they who are educating everyone.
Top-performing countries invest heavily in teachers’ skills, says Tucker. Some let only the best students go into teaching.
International test scores show U.S. prosperity is at risk, argues Tucker in a Washington Post debate with anti-tester Valerie Strauss.
U.S. high school students have trouble applying skills to real-world problems, writes Dana Goldstein on Slate.
One math activity asked students to compare the value of four cars, using a chart showing the mileage, engine capacity, and price of each one. American kids were especially bad at problems like this, in which they were not provided with a formula, but had to figure out how to manipulate the numbers on their own.
A reading activity asked test takers to read a short play, and then write about what the characters were doing before the curtain went up. The challenge is that the question prompts students to envision and describe a scene not actually included in the text itself. These are good questions that most of our kids should be able to tackle—we want analytical, creative children, not just kids who are good at memorization.
The “Common Core is focused on greater depth and less breadth,” so it “probably will help our kids do better on exams like PISA,” Goldstein writes. But it will take more than that.