21 Dec Education in America

[TLR‘s technology support provider is retiring on December 31 and TLR needs a replacement. Recommendations are solicited.]

“How should America’s education system balance critical thinking and knowledge stuffing?” – The Lonely Realist

No matter your perspective on education, virtually all measurement mechanisms reach the conclusion that America’s 21^st Century K-12 system is failing. For example, as TLR noted in January, results from the Programme for International Student Assessment (PISA) in math, science and reading show a continuing decline in U.S. student performance, most recently during the period 2018-2022, though also from 2015-2018, 2012-2015, etc. In math, U.S. students (posting a test score of 465) lagged significantly behind peers in Singapore (which scored 575), Japan (536), South Korea (527), and several EU nations. American student scores dropped 13 points, one of the steepest declines among wealthy countries comprising the Organization for Economic Co-operation and Development (OECD). U.S. performance was 28^th out of 37 OECD countries. 28^th! Science performance was little better, with the U.S. dropping below the OECD average for the first time. The decline in performance signals systemic issues.

It’s worth noting that the U.S. is larger, has a more heterogeneous student population and tests a broader cross-section of students than other countries, which explains a portion of comparative underperformance…, although not the degree of decline. Moreover, there’s significant variation within the U.S., with some districts (based on National Assessment of Educational Progress scores) performing at levels comparable to top-performing nations (notably in well-funded districts in Massachusetts, Minnesota, New Jersey, Connecticut and New Hampshire) while others lag far behind (notably in poorly-funded districts in New Mexico, Louisiana, Mississippi and Alabama)…, which correlates with the amount of local wealth tax revenue devoted to education.

Although some argue that money ought not be a prerequisite for quality education, it is. Statistically-successful school districts are funded by economically-successful parents who choose to reside in educationally-rich school districts. This creates a self-perpetuating cycle, with wealthy areas generating more education funding through property taxes, leading to better resources and outcomes, which in turn attracts more affluent families, maintaining the funding base. Meanwhile, poorer districts struggle to break out of underfunding cycles.

TLR previously addressed America’s ailing education system by advocating for educational transparency that would require school districts to publish comparative test scores in order to create a Darwinian competition among local, intra-State and national school districts. That was the goal of the now-defunct No Child Left Behind Act of 2001. The resulting comparisons confirmed that poorer school districts cannot compete with wealthier ones. Although Vermont and Hawaii have adopted statewide funding systems that have largely eliminated local property taxes as the primary funding source for schools, significant socioeconomic achievement gaps persist in both States. Other States have not followed for that reason…, and also because doing so would alienate significant voter constituencies. Equality in American educational opportunity therefore is a myth.

Linda McMahon, President Trump’s choice for Secretary of Education, is a strong believer in creating school competition. Parents, she wrote, should be able to choose from “neighborhood schools, private schools, religious schools or charter schools….” She believes that “charter schools … can be centers for innovation and models for best practices.” The original concept for charter schools allowed teachers and parents to develop their own educational models, with Federal funding giving them the ability to pursue a range of ideas. Charter schools were disrupters, giving parents the ability to send their children to local public schools or to more distant chartered ones. They were laboratories for educational innovation, testing new approaches that could benefit all schools. While some charters developed successful models – like High Tech High’s project-based learning and KIPP’s extended learning time – the overall impact has been mixed. A 2023 Stanford CREDO study found charter school students performed only marginally better than their traditional public school peers, with significant variation in quality.

Although educational opportunity can be expanded through charter schools, private schools and religious schools, doing so makes sense only in high-density urban environments and, even there, have not achieved a high enough level of success. Competing educational choices divert funding from public schools and create parallel systems with duplicative administrative costs. They are subject to less oversight, lack transparency in operations and spending, and encourage profiteering. Moreover, there are no similar alternatives in rural school districts. The fact is that school choice has failed to deliver on its promise of improved education in too many districts.

Improving the education of America’s children – preparing them for the future – will be Ms. McMahon’s job. America led the world in educational achievement in the 20^th Century…, with the result that the American economy flourished. The focus was on a two-track K-12 curriculum. The academic track built critical thinking skills, a primary reason for America’s entrepreneurial outperformance. The second track focused on teaching vocational skills. Some high school graduates chose to receive an academic diploma while others opted to focus on job training. America excelled precisely because its education system taught Americans both key cognitive skills and key workplace ones, while educational systems in other countries often focused on memorization and rote learning.

There are existing two-track examples that America’s education system can adapt to American needs. Germany’s dual education system combines classroom learning with workplace apprenticeships. Some U.S. community colleges offer “applied liberal arts” degrees that blend practical skills with broader education. Finland’s vocational schools include substantial general education components. The key is breaking down the artificial barrier between “thinking” and “doing,” recognizing that both are essential for America’s diverse economy.

The harsh reality of America’s decaying educational performance means that Ms. McMahon’s job will require creating – or re-inventing – a comprehensive American educational model that addresses both curriculum design and funding inequities. A first step would be developing school system templates geared to 21^st Century realities, nation-wide curricula options that emphasize both critical thinking and vocationally-pragmatic solutions necessary for 21^st Century outperformance. Those templates would be paired with financial incentives for States to implement more equitable school funding mechanisms.

Finally (from a good friend)