|2012 PISA Rankings|
First, the bad news. The results of the 2012 PISA tests were released in early December 2013. The United States ranks 26th in math and is below the OECD average in all three tested areas: Mathematics, Reading and Science. So, the common narrative that U.S. education trails the economically-developed world seems to be supported.
|Country||Math Scores||Confidence %|
|Value Math %|
|Chinese Taipei||609||07 (20)||13|
|Hong Kong||586||07 (24)||26|
|United States||509||24 (40)||51|
Among countries, there's an inverse relationship between achieving high math scores and either valuing or having confidence in the use of math. Not visible in the table is that the TIMMS results also show that within countries, higher math achievement does correlate with greater confidence and with valuing mathematics. So, while higher skill in math results in greater confidence on an individual level, countrywide programs that result in high math scores do not result in high mathematical confidence or a sense of the value of mathematics.
It also suggests that development of mathematical skill must be combined with gaining confidence in applying mathematics and a sense of the value of mathematics. Mathematical skill alone is not sufficient to develop Numeracy.
Zhao concludes his analysis by pointing out that Confidence, Creativity and Entrepreneurship are key skills that drive U.S. economic leadership. An excessive emphasis on rote learning and test scores, what he calls an "employee-oriented" education, tends to suppress the more "entrepreneur-oriented" skills that are in demand for the 21st century. Rather than praise U.S. education for developing those skills, he simply says that U.S. education "is much less successful in stifling creativity and suppressing entrepreneurship."
I join Zhao and many others in decrying the factory model of education. We can do a lot better than simply "less bad." Our schools should foster more creativity and offer more personalized learning experiences. They should be places where it's safe to fail – especially when taking on a big challenge. And schools should encourage students to pursue studies in individual areas of interest.
Strangely enough, standards and even standardized testing can help with this but only when used properly. I'll elaborate on how that might be accomplished in my next post.