PISA
The Race to Nowhere, a film that has resonated so well with American parents, caused so much contention that the New York Times recently hosted an online debate with a spew of academics about the validity of the movie’s argument. Both the movie and the debate follow the same basic premise, one that high school students probably contemplate themselves on those longest working nights: do American high school students get pushed too hard to be the best- if so, how can this be mitigated?
Yes, says psychologist Harris Cooper, in his article submitted for the debate. Too much homework is, well, too much. And while the other five intellectual contributors look at different aspects of the problem, they all are in general agreement with Cooper. That is, no one is contesting the idea the high school students are overworked.
But the comments on the series tell a different story, which is best framed by a reader going by ‘Russell Long’.
“I appreciate [the author’s] views, but am also concerned about the fact that the United States has fallen far behind other nations in global literacy, math and science scores,” he said. “The Times recently reported that the US is 26th in the new PISA scoring, with scores of countries better preparing their kids to compete in the global economy. How do we reduce the educational burdens upon our kids while also improving our languishing performance?”
And therein lies the problem. On the recent international testing, the US scores are an average of just over 90 points below the scores from Shanghai on a 600 point scale. Clearly, the Shanghai numbers are not representative of all of China or even necessarily the average for the city, but they are still astonishing.
Few high-achieving high school students would disagree that they are overworked, and, in all likelihood, they probably are. American society has an overwhelming obsession with being the best, and this focus bleeds into students’ already mounting stress. So the problem is not that top students are not working hard enough, it is that low achieving students are not getting the help they need.
American schools have too many failing students who get lost in the shuffle. Some of them just need a little extra attention, some have serious learning problems. But no matter what the solution is, it is the responsibility of the schools to help them to their best ability.
Reducing the stress of overworked, top-achieving students is a noble task. The student-stress reduction plans- reduce homework, strengthen homeschooling programs, etc- proposed by the New York Times contributors will certainly help. But the more pressing issue is that of American under-achievement. When all American students are achieving at a consistent level (and not on standardized tests like the ‘No Child Left Behind’ system, as it has been proven that teaching to the test actually lowers student learning and knowledge retention), only then will American world standing will improve. It cannot be improved, as the Times commentators seem to think, by forcing a small group of top students to work harder and harder.
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Yes, says psychologist Harris Cooper, in his article submitted for the debate. Too much homework is, well, too much. And while the other five intellectual contributors look at different aspects of the problem, they all are in general agreement with Cooper. That is, no one is contesting the idea the high school students are overworked.
But the comments on the series tell a different story, which is best framed by a reader going by ‘Russell Long’.
“I appreciate [the author’s] views, but am also concerned about the fact that the United States has fallen far behind other nations in global literacy, math and science scores,” he said. “The Times recently reported that the US is 26th in the new PISA scoring, with scores of countries better preparing their kids to compete in the global economy. How do we reduce the educational burdens upon our kids while also improving our languishing performance?”
And therein lies the problem. On the recent international testing, the US scores are an average of just over 90 points below the scores from Shanghai on a 600 point scale. Clearly, the Shanghai numbers are not representative of all of China or even necessarily the average for the city, but they are still astonishing.
Few high-achieving high school students would disagree that they are overworked, and, in all likelihood, they probably are. American society has an overwhelming obsession with being the best, and this focus bleeds into students’ already mounting stress. So the problem is not that top students are not working hard enough, it is that low achieving students are not getting the help they need.
American schools have too many failing students who get lost in the shuffle. Some of them just need a little extra attention, some have serious learning problems. But no matter what the solution is, it is the responsibility of the schools to help them to their best ability.
Reducing the stress of overworked, top-achieving students is a noble task. The student-stress reduction plans- reduce homework, strengthen homeschooling programs, etc- proposed by the New York Times contributors will certainly help. But the more pressing issue is that of American under-achievement. When all American students are achieving at a consistent level (and not on standardized tests like the ‘No Child Left Behind’ system, as it has been proven that teaching to the test actually lowers student learning and knowledge retention), only then will American world standing will improve. It cannot be improved, as the Times commentators seem to think, by forcing a small group of top students to work harder and harder.


















