I have two problems with this statement.

First, I am not sure Missouri students are “maintaining their overall level of achievement.” In both fourth and eighth grades, the average scale score for Missouri students declined from 2009 to 2012. The decline in fourth grade was a noticeable 3-point drop.

Secondly, we should not be pleased with maintaining our level of achievement; our goal is to improve. Moreover, we should not simply look at national rankings because our students will have to compete for jobs in a global economy.

The George W. Bush Institute has made it easy for us to compare the performance of our local school district with the performance of students around the world with its Global Report Card, which was recently updated. Here you can visit the website and see how the average student in your local school district compares to students across the globe. You may be surprised at what you find.

The average student in the Kansas City School District outperforms only 15 percent of students in other countries in math. In the Saint Louis Public School District, it is a paltry 12 percent. But do not make the mistake of thinking only students in the “big cities” are falling behind. Here is how the average student in a few other school districts compares:

Hume: 40 percent in reading, 26 percent in math

Cape Girardeau: 48 percent in reading, 29 percent in math

Springfield: 57 percent in reading, 48 percent in math

If students in Springfield were transported to Singapore, the district would only outperform 34 percent of Singapore students while students in the high-ranking Clayton School District would be at the 46th percentile.

It is time to stop celebrating mediocrity and expect more for our children.

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“In too many places, including Illinois, we are lying to children now. [When] we tell a child they are meeting the state standards, the logical implication is that child’s on track to be successful. In too many places, including Illinois, if you are meeting state standards you are barely qualified to graduate from high school and you are totally unqualified to go to a university and graduate,” he said.

I agree that the standards are low and don’t reflect what students need to know for college or life. Many parents are happy when their children do fine on state tests, not realizing that in a few years, their children will be competing with people from China, Singapore, Sweden, and other countries with more rigorous school systems. Another drawback is that school use the low standards as an excuse, saying they can’t teach anything more advanced because they have to prepare students for the (easy) state tests.

I disagree with Duncan’s proposed solution. He wants the federal government to tell the states what to do — imposing his favorite ideas, like a longer school year, with threats like this:

“Illinois has a chance to compete for hundreds of millions of dollars. I would love to see Illinois compete,” Duncan said. “But Illinois has to change its behavior.”

Rather than bringing in the federal government to pick winners, mediocre public schools should get out of the way and let parents act as consumers. Parents with the opportunity have been choosing schools with longer school years, like KIPP schools, long before Duncan decided to impose that reform from above.

You can read my thoughts on Duncan’s charter school remarks here.

Feel free to make more blogging requests in the comments, or to email me with requests at sarah.brodsky@showmeinstitute.org.

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Other students were encouraged to write poetry about their feelings.

Standardized tests aren’t fun, and this poem creatively captures that feeling. But I’m amazed that students can harbor so much hatred for a test in elementary school that doesn’t take up much time, and the results of which won’t affect them one way or the other. Can you imagine Singaporean students writing poetry like that about the TIMSS in English class? (If you can, check out Two Million Minutes and think again.) I think there are two possible causes: Either schools are turning what should be a routine test into a traumatic event (unlikely, since lots of them give out candy and have pep rallies beforehand), or all the bribing and coaching is actually making students more anxious about the tests.

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Comments to the Post-Dispatch article bring up some criticisms of the move. Here they are, with my responses:

1. Singapore Math is a fuzzy “new math” fad. Wrong. Singapore Math teaches that there is one right answer, emphasizes correct recall of arithmetic, and covers topics similar to those in U.S. textbooks. It’s innovative in its use of diagrams and problem-solving techniques, and the word problems are extra challenging. Singapore would not do so well on international assessments if its students sat on pillows and meditated about rectangles, or whatever they do in “new math” classes.

2. Wentzville is spending an inordinate amount of money on this program, when the old curriculum worked just fine. Singapore Math is less expensive than other programs out there. Workbooks sell for less than $10 each. I could go on and on about the cost-effectiveness of this curriculum, but I’d sound like one of those Christmas ads for Target. In an increasingly diverse education market, people consider school districts, charter schools, private schools, virtual schools, and homeschooling when deciding where they’ll live and how they’ll educate their children. Districts are going to have to try different methods and occasionally invest in new materials so that they can compete.

3. If students leave Wentzville and encounter another curriculum, they’ll be confused. It seems to be students from the United States, not Singapore, who are confused when the countries are evaluated against each other. The possibility that a student may one day encounter an inferior textbook is no reason to forgo a good curriculum. Besides, school districts across the country are going to use different materials; no math program would satisfy this objection.

4. Singapore Math is copyrighted, so parents won’t be able to help their kids with homework. Does whoever wrote this comment think other math books are all in the public domain? As I mentioned above, Singapore Math is cheap. Parents could buy the materials for a few dollars, if they want to have them on hand. But that probably won’t be necessary, because the Singapore Math website offers a free help forum. Besides, Wentzville is holding meetings to teach Singapore methods to parents and get their input.

I applaud Wentzville’s excellent choice.

The post A Wise Math Decision in Wentzville appeared first on Show-Me Institute.

• Education Week has a story on how the increased enrollment in charter schools across the country has hurt enrollment at Catholic schools. We have certainly seen this in St. Louis, with the controversial decision to close several city parishes and schools in recent years. I think this is one of the things that just happens. As parents get a less expensive (free), quality option for their children’s educations, many low-income people are going to take that. Change is often good, but nobody said it was always easy.
• The Arch City Chronicle is reporting about a bill that would take away the driver’s licenses of teenagers not in school. While I certainly understand the use of incentives to keep kids in school, and none is more powerful than a driver’s license, I would recommend to you Eric Dixon’s post the other day on unintended consequences. A fairly obvious unintended consequence of this bill would be to limit the employment opportunities for teenagers who have left school. It would be limited to jobs along public transit routes, which don’t require a car. Now, that may be a decent number of jobs, but further limiting opportunities for people who are already limiting their own opportunities might not be such a good thing.
• Missourinet has a story on the Missouri House of Representatives moving to restore the deductibility of property taxes for outstate taxpayers who work in Missouri. This is an excellent, and unanimous, move by the House, and if it passes overall it will head off retaliatory moves by other states. This is very important to me, because I commute here to work from Singapore.
• Finally, in a contender for stupidest idea of the year, the Post-Dispatch is reporting that Illinois is considering lowering its voting age to 17. However, an even worse idea is contained within the article:

Alex Koroknay-Palicz, executive director of the D.C.-based National Youth Rights Association, said his group is pushing for the voting age to be 16 across the country.

"(They’re) informed, active and intelligent, and they deserve a voice in our democracy just as much as everyone else," he said.

Koroknay-Palicz said 16- and 17-year-olds are typically more stable than an 18-year-old. Eighteen-year-olds have more on their plate — starting college, getting a job or moving away from home, he said.

"The trouble is, though, that when you give people the right to vote at 18, it’s actually a bad time to start voting because you’re going off to college or getting on with your life," Koroknay-Palicz said.

Seriously, is this a joke? Is there really a National Youth Rights Association? How are they funded? Do they get an allowance from other lobbying groups? As for being informed, active, and intelligent, when I was 16 I was none of the three, and I now work at a think tank!

If you don’t have a voice in how your own house is run, you don’t need a voice in how the country is run. This guy’s statements remind me of the end of Wild In The Streets, after the 20-year-old dictator insults a kid, and the 10-year old looks in the camera and says, "We’re gonna kill everyone over 12." (And yes, I deserve enormous praise for not only being able to reference this camp classic, but to paraphrase it from memory despite only seeing it once about 15 years ago.)

Alex’s statements just get more absurd. His arguments that 18 is a bad time to start voting could just as easily serve as a reason to take voting rights away from senior citizens. Switch "…starting college, getting a job, or moving away from home," to "retiring, collecting social security, and moving into an assisted care facility," and wham!, it now makes the point that there is too much change in your 70s for you to vote. Just unbelievable.

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The message is clear: While Americans are partying, Asian students are playing the violin, learning math, and preparing to take over the world economy.

I’ve commented on the difference between U.S. test scores and those of other countries, because the gap shows that we could be doing better. However, I do not think that Asian education systems have no problems and we should try to be just like them. With all the recent talk about national standards and tests, we should keep in mind a few reasons not to panic and become just like China or India:

1. In some countries with rigid public education systems, poor children do better in private schools. Their test scores are better, and they’re more likely to have access to a sufficient number of computers, drinking fountains, and bathrooms. That’s right, bathrooms. If we really wanted a public education system just like the ones in Asia, we would need to scale back on our plumbing for the poor.
2. State-run education systems are unjust. For example, in Singapore students are segregated by ability into different tracks in seventh grade. Which track you’re in determines where you’ll go to high school and college, and what kind of job you’ll eventually get. Students who start out behind aren’t given a chance to catch up.
3. Some Asian students get burned out by intense competition as kids, then do nothing when they go to college. Gary Becker notes that this is a problem in Japan.
4. The global economy opens the world to competition, but it also means that the relative position of your country matters less. In every country, good students and hard workers will be rewarded. It’s true that foreign countries can be expected to keep catching up with the U.S. economically. It’s called convergence, and it happens naturally in the absence of wars and other trade barriers. This will happen no matter what our education system is like.

We should improve our education system because we’re not as good as we could be, not because we need to be a certain distance ahead of the rest of the world.

The post Why We Shouldn’t Try to Be Just Like Asia appeared first on Show-Me Institute.

For example, an eighth grader in Tennessee can meet that state’s standards for math proficiency with a state test score that is the equivalent of a 230 on the national test. But in Missouri, an eighth grader would need the equivalent of a 311.

The fact that Missouri’s standards are tougher than those promulgated by some other states is often mentioned by opponents of school reform, It was also brought up in the adequacy lawsuit this year when the state argued that pouring huge amounts of money at school districts wouldn’t make everyone proficient.

Are Missouri’s standards too tough? Yes and no. It’s not realistic to expect 100 percent of kids to meet any standard. But compared to Asian countries, our standards are very low. The Trends in International Mathematics and Science Study website shows that in math, U.S. eighth-grade students are far behind their peers in Singapore, Korea, China, Japan, and several other countries.

It’s not necessarily a bad thing if Americans specialize in skills other than math while foreigners become engineers. But the comparison shows that our idea of a high standard is not really very high.

The post How High is the Bar? appeared first on Show-Me Institute.

In many schools across the country, students hand in lab reports and math homework to teachers who have no background in science or math. The Missouri Department of Elementary and Secondary Education says that Missouri schools suffer from teacher shortages in those subjects. Governor Blunt has pledged to address the problem. He held a Math and Science Summit last month, and he recently named twenty scholars to a Math and Science Alliance.

Such state-wide initiatives are a good start, but we’re unlikely to solve the problem until changes are made at the local level. Unfortunately, when it comes to hiring math and science teachers, school districts’ hands are tied. Under Missouri law, school districts must use rigid salary schedules that apply to all teachers. They can’t offer better pay to teachers of shortchanged subjects, or to teachers with valuable credentials and experience. Those restrictions prevent school districts from hiring the best teachers. Crucial subjects like math and science are the hardest hit.

What causes a teacher shortage? In a recent study, University of Missouri economist Michael Podgursky looked at public school teachers’ wages compared to the wages earned in other professions. He found that teachers as a group aren’t underpaid, but some individual teachers are. Most teachers, if they weren’t teaching, would probably find jobs in nearby fields like social work and library science. Teachers earn more than those professionals on average.

However, math and science teachers might choose to work in architecture or engineering—fields that pay better than teaching. Podgursky found that teaching is an attractive position compared with the other options available to English majors, but that a physics major often has much more lucrative alternatives. Therefore, when school districts offer the same salary to English and physics teachers, physics teachers are in short supply.

A National Center for Education Statistics (NCES) study of biology teachers highlights the problem. Of U.S. secondary-level public school students in biology classes, 39 percent were taught by a teacher who did not have a major or minor in biology. Some of these teachers had studied elementary education, physical education, or English. When science majors go into engineering, preparing the next generation of scientists is left to people who would be better qualified to teach Shakespeare or soccer.

Poor teacher education holds the U.S. back as it struggles to catch up with other countries in math and science instruction. Students in Asian countries such as Japan, Korea, and Singapore consistently score higher than American students on the Trends in International Mathematics and Science Study (TIMSS). The difference between U.S. teachers and teachers in other countries stands out in a TIMSS report on eighth-grade mathematics teachers’ backgrounds. In the U.S., only 41 percent of eighth-grade students were taught by teachers who had majored in mathematics, 30 percentage points below the international average.

In order to solve the math and science teacher shortage, school districts will have to break away from strict salary schedules and offer math and science teachers better pay. This past session State Rep. Allen Icet sponsored a bill that would allow districts to use hiring incentives to attract teachers with desired qualifications or experience. The state of Missouri should give districts the option to reward hard-to-find teachers. If math and science teachers are offered reasonable salaries, they’ll no longer be hard to find.

Timothy B. Lee is a policy analyst, and Sarah Brodsky is a research assistant, at the Show-Me Institute.

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