I’ve visited eight countries to see how they educate their high-ability kids in the hope that we might pick up tips that would prove useful in improving the woeful state of “gifted education” in the U.S
NCLB needs a variety of (obvious) fixes, but abandoning accountability is not among them.
What’s a better hypothesis for the lackluster math performance of our fifteen-year-olds? Maybe we’re just not very good at teaching math, especially in high school.
Besides its influential teacher union, Taiwan has a powerful parent union that appears to cause at least as much harm as it does good.
The Abe government has proposed to impose tuition charges for public high school attendance by children of wealthy families and to use the proceeds from that tuition charge to subsidize the attendance of low income children in private schools.
Instead of being complacent about our international standings, we should focus on ways to get our students up to the top leagues.
Reforms lift student performance but middle-class families want more
There’s no reason to believe that the absence of high school sports explains the difference between student achievement in the US and countries like Finland and South Korea.
Too many people ignore international comparisons and set low expectations for U.S. students and their schools.
The U.S. and its “mother country” continue to track—and copy and study and refine—each other’s programs and policies.
The U.S. spends more than other developed nations on its students’ education, and brand-new and experienced teachers alike in the U.S. out-earn most of their counterparts around the globe, according to the OECD’s latest annual report, which was released Tuesday.
Low ratings drive improvements for schools in England
We cannot paper over the fact that a large number of other countries have shown that it is possible to develop considerably higher skills in their youth than we are doing
International and state trends in student achievement
Paul Peterson and Eric Hanushek discuss their new report, which finds that the gains made by students in the U. S. are only middling compared to the gains being made by students in other countries.
Most educational standard setting, performance assessment, and judgments about appropriate levels of achievement today are based on history and custom with a little bit of “professional dreaming.” The process generally lacks any context of what our international competitors are doing.
Is more education—more hours and days, more years and degrees—the cure for what ails us?
Picking the anecdotes you want to believe: A book review of Marc Tucker’s “Surpassing Shanghai”
Are America’s highest achieving students being left behind? Watch the Thomas B. Fordham Institute’s webinar “The Other Achievement Gap”
Jay Greene discusses his Global Report Card, which reveals that even the most elite suburban U.S. school districts produce results that are mediocre when compared to those of international peers
Podcast: Jay Greene discusses his new study, which examines student achievement in virtually every school district in the United States and compares the performance of U.S. districts with the performance of students in 25 developed countries.
I don’t always agree with Marc Tucker but he knows a heckuva lot about how other countries organize their education systems; and it turns out that knowledge extends to how their teacher unions have evolved, what roles the unions play, and how their bargaining processes work. The differences set forth in his exceptionally interesting new […]
Countries with performance pay for teachers score higher on PISA tests
Each time international tests of student achievement are released, there is a parade of glib commentators explaining why we should not pay much attention to the generally poor performance of U.S. students.