Very interesting op-ed by Judith Warner (a nice temporary addition to the Times page) on overhyping the crisis in boy's eduction, an issue I've been following relatively closely, both as a father of two (soon to be three) boys, and someone who is professionally interested in the state of U.S. education. The Education Sector report that Warner's column is based on, The Truth About Boys and Girls, is worth reading in detail:
It's clear that some gender differences in education are real, and there are some groups of disadvantaged boys in desperate need of help. But it's also clear that boys' overall educational achievement and attainment are not in decline—in fact, they have never been better. What accounts for the recent hysteria?
Despite the fact that a higher percentage boys are graduating from high school and college than ever before, the one area where the news is not uniformly good is the performance of 17-year-olds, compared to their equivalents over the past three decades. (Younger boys and girls are doing better today in pretty much every major category.) The Education Sector report suggests that this might be attributable to the fact the most education reform in the past decade or so has been focused on earlier grades, and thus the spottier record of 17-year-olds makes it clear that this reform should be extended to high school as well.
But isn't there another explanation here? Let's say -- for the sake of argument -- that our education system has been steadily improving over the past fifteen years or so, across the board. Now, if that's the case, then when you take a snapshot of test scores at all grades, presumably what you'll find is that the students who have been around the longest will have the worst scores, because they started school at the beginning of that upward slope of improvement. A seventeen-year-old in 2006 is, in part, a reflection of the state of grade schools in 1996. There's a lag that you have to account for here. The real test will be the seventeen-year-olds in 2012.
But still, the study I really would like to see -- and I can't believe this hasn't been done already somewhere -- is a comparison between the US education levels (both test scores and graduation rates) and the rest of the industrialized world's -- controlling for both poverty and immigration. If you're trying to figure out how well our schools are doing compared to the rest of the world's, it's not fair to blame the educators for the fact that they have far more low-income students or english-as-a-second-language immigrants to teach.
My gut feeling -- informed by some analysis, mostly armchair in nature -- is that we have an education system (not to mention a wider culture) that's working quite well, thank you very much, but that is hamstrung by the amazing amount of immigration we have in the U.S. and by the continuing problem of poverty. I'm very much pro-immigration, so I don't think that element is something we should try to "fix"; we should just recognize that, say, SAT verbal scores are not going to be as stellar as they might have been without a huge influx of native Spanish speakers in our schools. The poverty problem, on the other hand, we need to do something about. But that's another thread.