I came across some statistics at  usatoday.com—thought it was an interesting list to reflect on as a new school year begins.  I guess, to me, the most poignant of the list were the statistics on the racial and ethnic makeup of students that attend the highest “poverty schools,” how people polled say  US education is doing against other countries, and how people believe we best measure student achievement… 

These three point out, rather significantly to me, how the landscape of education in America has changed over the past few decades—Some of the statistics below point out that some things remain the same: weaponry brought to school remains about the same—about 1 in 5 kids.  But what do these statistics suggest to educators specifically?  How should teachers today approach their curriculum in a way that will best reach their audience?  Half of the American populous doesn’t think we’re keeping up with other countries—and if that’s true, what changes need to be made to keep pace?   Food for thought… Ideas?

STATISTICS ON U.S. SCHOOLS
Sources: AP-Knowledge Networks Poll, Census Bureau, Bureau of Labor Statistics, National Center for Education Statistics, College Board, American Association of University Professors.

Racial and ethnic makeup of public schools:
1972: 78% white, 15% black, 6% Hispanic, 1% other
2005: 57.1% white, 17.2% black, 19.8% Hispanic, 5.8% other

Public school enrollment in prekindergarten through grade 12:
1997: 46.1 million
2007: 49.6 million

Private school enrollment in kindergarten through grade 12:
1997: 5.9 million
2007: 6.2 million

Percentage of fourth-graders, by race and ethnicity, attending highest poverty schools:
White: 5%
Asian: 16%
American Indian: 36%
Black: 48%
Hispanic: 49%

Percentage of 3-, 4- and 5-year-olds enrolled in school:
1965: 10%
2006: 66%

Students in grades 9-12 who reported carrying a weapon in the last 30 days:
1993: 22.1%
2005: 19%

Percentage of children 5 to 17 who spoke a language other than English at home:
1979: 8.5%
2006: 20.3%

How people say the U.S. is doing in education against other countries:
Getting ahead: 4%
Just keeping up: 44%
Falling behind: 50%

What people say is the best way to measure student achievement:
Test scores: 28%
Classroom work and homework: 70%

What people say about teacher pay:
Should be based at least in part on student performance: 61%
Should not be based in any way on student performance: 37%

Percentage of population 25 and older with various educational levels, 2006: Less than high school degree: 14.3%
High school graduate: 32%
Some college: 17%
Associate's degree: 8.6%
Bachelor's degree: 18.9%
Advanced degree: 9.8%

Median yearly earnings of full-time workers 18 and older in 2005:
Less than high school degree: $21,943
High school diploma or equivalent: $30,587
Some college experience: $35,317
Bachelor's degree or higher: $55,188

Sources of public spending on schools, 2006: Federal: 9%
States: 46.6%
Local: 44.4%
Total spending: $521.1 billion

Spending per student, 2006: National average: $9,138
New York (highest): $14,884
Utah (lowest): $5,437

Total college enrollment in two-year and four-year schools:
1991: 14.4 million
2000: 15.3 million
2005: 17.5 million
2008: 18.3 million (x)

 
 

Another interesting article from The New York Times: The Biggest Issue by David Brooks reasons why the US became the economic power of the 20th century, and uses data from education research to explain why our nation is losing this power position.  According to Brooks, it adds up to a “skills slowdown.”

    "America’s edge boosted productivity and growth. But the happy era ended around 1970 when America’s educational progress slowed to a crawl. Between 1975 and 1990, educational attainments stagnated completely. Since then, progress has been modest. America’s lead over its economic rivals has been entirely forfeited, with many nations surging ahead in school attainment."

Brooks points to a report by James Heckman:

    “Heckman directs attention at family environments, which have deteriorated over the past 40 years.  Heckman points out that big gaps in educational attainment are present at age 5. Some children are bathed in an atmosphere that promotes human capital development and, increasingly, more are not. By 5, it is possible to predict, with depressing accuracy, who will complete high school and college and who won’t."

 How tragic is that?  A point to reflect on!  As educators, the progress of a nation rests on our shoulders—how do we grapple with such persuasive evidence…  Can we really predict a child’s future with such accuracy? 

Recently, I read some research about twins that were separated at birth—the study had to do with relative IQ.  It was interesting to note that at about the age 5, the difference in IQ points between two separated identical twins was the largest…  I would have thought it to be the opposite.   But, as separated twins grow older, they are more likely to move IQ status closer…  If I’m understanding this data correctly, then educators have more influence than Heckman credits—coupled with Brooks rationale as to why America is lagging behind, that give educators, IMHO,  a boost in motivation!   No, educators do not have the kind of influence on a child that parents and family do, but educators do make impact.  It’s just so hard to measure intervention... 

If it’s true that “the skills slowdown is the biggest issue facing the country,” then what is our response going to be?  We can’t keep doing the same thing as we’ve always done and expect a different result…