Taiwanese parents are required by law to limit their children’s use of technology to “reasonable” levels, reports Kabir Chibber on Quartz. What’s reasonable? The law doesn’t say. But it threatens to fine parents whose children become “physically or mentally” ill due to overuse of digital devices.
The American Academy of Pediatrics, which recommends a maximum of two hours a day of screen time for kids, found in a recent study that 8-year-olds in the U.S. spend an average of eight hours a day with some form of media—and many child-development psychologists urge more unstructured play time.
South Korea now regulates “online games and e-sports as if they were addictive substances,” writes Chibber.
Worried about addiction to online role-playing games, China limits online gamers to three hours of play at a time, reports BBC News. Games are set up to limit a game character’s ability if the player exceeds the three-hour limit.
South Korea’s hard-working children lead the world in academic performance — and in unhappiness, according to a new survey.
Twenty-seven countries in the Organisation for Economic Cooperation and Development (OECD) plus Romania, Latvia and Lithuania surveyed their children’s sense of satisfaction with their lives.
South Korean children reported heavy pressure to do well in school and long study hours.
Next week, 600,000 students will take the annual college entrance exam, “with places in prestigious schools and a pathway to a secure job at a top corporation on the line.”
When the test is held on Nov 13, the country’s stock market will open an hour later, office openings will be delayed to ensure students don’t get stuck in traffic, and the central bank will delay its interest rate-setting meeting by one hour.
Dutch, Icelandic and Finnish children are the happiest, according to the survey.
U.S. schools are below average in innovation, according to an international report from the Organization for Economic Cooperation and Development (OECD). Denmark, Indonesia and high-scoring South Korea are the most innovative, according to the study.
“Innovation led to improved math scores for eighth-graders, a narrowing of the achievement gap and happier teachers,” researchers concluded.
U.S. innovation centered around more use of test data, external evaluation of secondary school classrooms and parental involvement, the report found.
Teaching innovations included requiring secondary science students to explain and elaborate on their answers and to observe and describe natural phenomena.
Primary teachers offered more individualized reading instruction and were more likely to ask students to interpret texts and explain their math answers.
Math and science teachers were more likely to ask students to relate what they’d learned in class to their daily life.
Poland have moved into the top ranks in school performance, writes Marc Tucker. He looks at what changed in Poland, which now outscores the U.S.
Top-performing South Korea requires 220 days of school, “22 percent more than our measly minimum of 180 days,” writes the New York Post. Are the lazy days of summer too lazy in the U.S.?
“More advantaged families . . . travel to Civil War battlefields, visit foreign cities and their art museums, and learn about the geography of the Grand Canyon,” says Jay Greene, a University of Arkansas education professor. “I’m convinced that my own kids and those of many other upper-middle-class families learn far more from those summer experiences than they do during the rest of the school year.”
But low-income kids lose a lot of learning over the summer, says Robert Pondiscio, a senior fellow at the Thomas B. Fordham Institute.
That’s why high-performing charter schools like KIPP, Democracy Prep and Success Academy have significantly longer school days and longer school years.
“When it comes to learning math and science,” Pondiscio says, “more is more.”
If school isn’t working well, more may mean more boredom. I’d prefer to see fun, educational summer programs for kids who aren’t going to be visiting the Grand Canyon.
“Let others have the higher test scores” on international exams, says anti-reformer Diane Ravitch. “I prefer to bet on the creative, can-do spirit of the American people.”
It’s a false tradeoff, argues Brandon Wright on Flypaper. Those hard-working, high-scoring Koreans and Japanese could be just as innovative as Americans.
Bloomberg News lists the most innovative countries in the world based on factors including R&D intensity, productivity, high-tech density and percentage of researchers. The U.S. is third, but look at who’s number one.
- South Korea (score: 92.10)
- Sweden (score: 90.80)
- United States (score: 90.69)
- Japan (score: 90.41)
- Germany (score: 88.23)
Yes, it’s those cram-schooled, stress-crazed Koreans who’ve built a thriving economy out of the ruins of war.
South Korea — often ridiculed for working its students too hard and robbing them of creative, independent thought — might be the most innovative country in the world. Japan, subject to similar derision, slides in comfortably at number four.
“No trade-offs between academic performance and innovation are obvious,” Wright concludes.
U.S. parents need to demand more of their children, writes New York Times columnist Tom Friedman. We’re raising a generation of slackers, he writes.
“Teachers are held to impossible standards” and students aren’t held accountable at all, complained a seventh-grade English teacher in the Washington Post‘s Answer Sheet.
I set my expectations high, I kept my classroom structured, I tutored students, I provided extra practice and I tried to make class fun. … (The principal) handed me a list of about 10 students, all of whom had D’s or F’s. . . . I walked her through my grade sheets that showed not low scores but a failure to turn in work — a lack of responsibility. I showed her my tutoring logs, my letters to parents, only to be interrogated further.
Eventually, the meeting came down to two quotes that I will forever remember as the defining slogans for public education: “They are not allowed to fail.” “If they have D’s or F’s, there is something that you are not doing for them.” . . . I suppose I was not giving them the answers. I was not physically picking up their hands to write for them. I was not following them home each night to make sure they did their work on time. I was not excusing their lack of discipline.
A high school teacher in Oregon told Friedman she used to have one or two students per class who wouldn’t do the work. Now it’s 10 or 15. Expectations keep sliding. A failing student said, “You don’t seem to realize I have two hours a night of Facebook and over 4,000 text messages a month to deal with. How do you expect me to do all this work?”
Education Secretary Arne Duncan gave a “feel-bad” speech to the National Assessment Governing Board’s Education Summit for Parent Leaders.
In 2009, President Obama met with President Lee of South Korea and asked him about his biggest challenge in education. President Lee answered without hesitation: parents in South Korea were ‘too demanding.’ Even his poorest parents demanded a world-class education for their children, and he was having to spend millions of dollars each year to teach English to students in first grade, because his parents won’t let him wait until second grade. … I [wish] our biggest challenge here in the U.S. was too many parents demanding excellent schools.
South Korea probably has the most intense education parents in the world. But what about U.S. parents? Are they failing to demand excellent schools? Raising low achievers with high self-esteem?
U.S. eighth graders in 36 states outperform the international average, reports the National Center for Education Statistics. In science, U.S. students in 46 states outscored the global competition.
However, even in the top-performing states — Massachusetts, Vermont and Minnesota — fewer U.S. students scored at the highest levels than students in several East Asian countries, notes the New York Times.
“It’s better news than we’re used to,” said David Driscoll, the chairman of the National Assessment Governing Board, which sets policy for the national exams commonly known as the Nation’s Report Card. “But it’s still not anything to allow us to rest on our laurels.”
While 19 percent of eighth graders in Massachusetts, the highest-performing state, scored at the advanced level in math, close to 50 percent were advanced in South Korea, Singapore and Taiwan.
Twenty-four percent of Massachusetts students achieved the advanced level, compared with 40 percent in Singapore.
France, Germany, Denmark, China and India did not participate, notes Paul Peterson, a Harvard education professor.
This global math achievement graph, via Education Week, shows the U.S. tied with Britain. South Korea, Singapore, Hong Kong, Taiwan and Japan — you sense a pattern perhaps — do the best.
In science, the top seven performers globally are: Singapore, Massachusetts, Taiwan, Vermont, South Korea, Japan and New Hampshire.
For all those who loathed psychologist Peter Gray’s argument for self-directed learning in School is bad for kids, here’s cognitive scientist Dan Willingham’s paean to rigorous curriculum and hard work.
In The Smartest Kids in the World: And How They Got That Way, Amanda Ripley tells the the education success stories of Finland, South Korea and Poland, Willingham writes. In all three countries, students engage ” from an early age, in rigorous work that poses significant cognitive challenge.”
When schoolwork is challenging, students fail frequently, “so failure necessarily is seen as a normal part of the learning process, and as an opportunity for learning, not a cause of shame.”
South Koreans, Finns and Poles expect schoolwork to be hard, Ripley writes.
By contrast, Americans believe “learning is natural” and “should be easy,” Willingham writes. If a student has to try much harder than classmates, he’s a candidate for a disability diagnosis.
Our expectation that learning should be easy makes us fall for educational gimmicks, Willingham writes. “Can’t learn math? It’s because your learning style hasn’t been identified. Trouble with Spanish? This new app will make it fun and effortless.”
Ripley discounts explanations for U.S. students’ mediocre performance on the science and math portions of PISA. Willingham agrees:
Poverty is higher in the U.S. Not compared to Poland. And other countries with low poverty (e.g. Norway) don’t end up with well educated kids. The relevant statistic is how much worse poor kids do relative to rich kids within a country. The U.S fares poorly on this statistic.
The U.S. doesn’t spend enough money on education. Actually we outspend nearly everyone. . .
The US has lots of immigrants and they score low. Other countries do a better job of educating kids who do not speak the native language.
The kids in other countries who take PISA are the elite. Arguably true in Shanghai, but not Korea or Finland, both of which boast higher graduation rates than the US.
Why should we compare our kids to those of foreign countries? Willingham answers: “Because those other kids are showing what we could offer our own children, and are not.”
Journalist Amanda Ripley’s “riveting” new book, The Smartest Kids in the World, shows why U.S. students don’t perform as well as many European and Asian students, writes Dana Goldstein in The Daily Beast. It’s the culture, stupid.
According to the OECD, 20 countries have higher high school graduation rates than the United States. Among developed nations, our children rank 17th in reading and 31st in math. Even Poland, with high child poverty rates similar to our own, boasts stronger student achievement and faster system-wide improvement.
Ripley follows three American teenagers studying abroad in Finland, South Korea, and Poland. They discover “high schools that are deeply, even shockingly, enamored of intellectualism,” writes Goldstein.
In the U.S., most teachers earned about average grades and test scores when they were in high school and college. But in Finland, it is as competitive to become a public school teacher as it is to gain acceptance into an Ivy League university. There are no shortcuts into the classroom—prospective teachers must earn a master’s degree, write a research-driven thesis, and spend a full year in a teaching residency, observing master educators at work and practicing lessons and classroom management.
While few of us would want to subject our children to South Korea’s insane levels of testing stress, that nation at least shows kids that academic achievement is valued. On the morning of the national college entrance exam, the stock market opens an hour late, to clear the roads for 600,000 nervous students. Younger kids line up outside schools to cheer as their peers enter to take the nine-hour test. The scene, Ripley observes, is “like boxers entering a ring for a fight.”
In all three nations, schools don’t sponsor sports teams, Ripley writes. Kids who want to play a sport organize their own games, join a community program or hire a coach. Schools are for academics.
Children who can’t meet high expectations are allowed to fail.
Ripley believes that compared with their counterparts abroad, too many American educators rely on poverty as an excuse for poor student achievement. . . .
A Finnish teacher tells Ripley that he doesn’t feel empathy for his immigrant students, “because I have to teach. If I thought about all of this too much, I would give better marks to them for worse work. I’d think, ‘Oh you poor kid. Oh, well, what can I do?’ That would make my job too easy.”
Compassion is “what really matters in education,” writes Carol Lach, who just retired from the Massachusetts Department of Education, in Ed Week. She quotes a junior high student she taught 40 years ago: “Why should I care about your math if you don’t care about me?”