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By
Spencer Irvine, Jan. 6, 2014
When government agencies consider the need for education reform,
they usually come up with the same solution for the woes of public schools:
more money. Nevertheless, buried in their reports are nuggets of information
that contradict that thesis.
For example, Julie Clark, program research director at the
National Science Foundation, compiled a series of studies examining the
achievement gap in the U.S. and in other countries. The study, titled “Closing
the Achievement Gap from an International Perspective: Transforming STEM for
Effective Education”, studied countries like Mexico, Singapore, South Korea,
South Africa and Australia.
Clark’s own submission addressed American shortcomings in
education, where only 24% of minorities make up the American workforce and 7%
work in science and engineering fields. Considering that minorities are
projected to make up 68% of the future American workforce by 2015, Clark pushed
for educating minorities better and more effective measures to close the
achievement gap.
Read
the full story: www.academia.org
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Hi Larry, I read the post and have to say that it is missing so much information. For example, the article states that over 96.6% of students in eighth grade are taught by highly qualified teachers than state 42.4% of Americans students were taught by a teacher with a major in mathematics. There is no data to back this up nor is there any explanation of how close to 97% of students in eighth grade are being taught by highly qualified teachers yet 42% of the students are taught by teachers who have a math major. Where is the data to prove this? Why are only 42% of our students being taught by teachers with a math major? Does that include 3rd grade math? Is it high school? Calculus? Inner city? Rural? Special education? What are we talking about?
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