I read a fascinating book this summer. (And by read, I once again mean that I listened on Audible.) So fascinating, in fact, that I keep thinking and talking about it months later.
The Smartest Kids in the World: And How They Got That Way
At the crux of Ripley’s book is the question: Why are education outcomes around the world so different? And perhaps even more to the point: Why does the US – the country that’s spends far more than any other country per pupil – get consistently mediocre results?
You can get a sense of the book’s perspective by watching the video below of the author presenting some of her findings, as well as in this article on the PopTech blog.
The book is an engrossing mix of data and anecdotes. As Ripley says, the data tells a story, but what many overlook is the input from the kids. The book certainly isn’t perfect, but it does open some amazing perspectives. Here are just a few that stuck with me:
Start with Teachers
Teachers are SO important. Technology, facilities, sports — they get a lot of attention, but they have little to nothing to do with our kids’ actual education. (Skewed priorities is a topic unto itself!) Teachers matter, and that should go without saying. But in America we’re arguing about how to best go about improving teachers or perhaps, in some cases, proving teachers.
Ripley’s observations pointed out where the US might be attacking this problem from the wrong perspective. She highlights the critical difference in other countries where it is difficult to even become a teacher. The training is rigorous. The hiring process is selective. And then……their work is rather autonomous. No need to haggle about many of the things we fixate on here, when you start with amazing, well-trained teachers.
I mentioned recently that I am in awe of so many of the public school teachers my boys have had. They are amazing. I can’t help but think that much of the tape that ties the hands of our teachers, is created because of the teachers who aren’t as well prepared.
Math Matters
It appears that we in the US approach math from a completely different stance. And it’s not helping. In America, we laugh cooly and announce that we’re bad at math and move along, like that’s OK. Some say that as a society, we are mathematically illiterate. As kids get into trouble with concepts they don’t grasp, they get buried under the next level and the next and the next.
Soon, they simply decide that they don’t “do math”.
As painful as it is for many of us, we may have to get out of our comfort zone and change the way we think – and talk – about math.
Separate, yet connected, is the problem of apathy. Students in the higher performing countries had a stronger sense of purpose when it came to education. They believed it mattered — for their university opportunities, for their career options, and for their future lifestyle comforts.
The prescription is unclear, but we do have to figure out how to help kids value their own education.
Appearances May Be Deceiving
When looking at education with a global lens, it’s tempting to simply announce that we should be more like Country X, because they do better on the PISA test. But Ripley also points out that when we go beyond the numbers and find the story, some countries, like Korea, actually have a very inefficient public education system, but a vast and intense private tutoring system. Claiming we should spend more hours in school to catch up with students in Korea is misplaced, because the real learning there appears to take place after hours. “Successful” education systems go beyond raw test scores.
The Picture is Hopeful
Ripley points out over and over with example after the next, that there are countries that have been where we are and made significant changes. She sees patterns in countries that are now highly successful that look very similar to the struggles we find ourselves fraught with now. Poland, she shares for example, has a story that is full of upheaval, poverty, and a complicated history. Yet within the past decade or so, they’ve gone from below the US, to completely surpassing us. They made changes that mattered. And it made a difference. And we can too.
I’d love to hear your thoughts if you’ve read the book, or if you’ve simply watched any of Amanda Ripley’s presentations. As I said, I don’t necessarily endorse all of her perspective wholesale (and I do wish she had looked at early education as well…..next book, maybe?) , but I did find her broad, researched, unpoliticized perspective of education to be refreshing and exciting.
What are your thoughts?
I read this book in spring of 2014 and haven’t stopped thinking about it. I also wish she had delved into early education more . . . although they don’t exactly have foreign exchange students for preschool, so I can see why following a similar format would be difficult, if not impossible. She’d have to approach it very differently.
I loved her suggestions in the appendix for choosing a school and I love her explanations of why doing well on our standardized tests isn’t actually impressive or should be used as a bar to measure the quality of a school.
I really want to go to Poland. One thing I am really curious about is that if they don’t start tracking students until high school- how do they differentiate? they can’t all possibly come in at the same level. So what does “no academic tracking” in elementary school look like in the day to day teaching of the students?
Most of all, I loved her emphasis on rigorous training and a selective hiring process.
Also, do you secretly want to take the PISA? I kind of do . . . .
Andrea, you and I should go with our freshly sharpened #2’s and ask to take it!
haha! yes! Let’s do it!
I thought this book was very interesting. I definitely think we our focus is misguided in this country. I am amazed at the amount of time/energy/money that is put into youth sports at the expense of academics and family time. Maybe my perspective would change if I had a child that was obsessed with sports but I am enjoying the focus of family time. In order for our family to complete our homework, we don’t have time for lessons/activities every day after school. I know our situation is unique because of the Chinese dual immersion program, in addition to trying to maintain Luke’s Spanish skills, but I don’t know how families with multiple children in multiple extra curricular activities even get there homework completed each night.
We’re still focusing on family time too, Brittany. I’m sure we’ll have different seasons in our family, but it just doesn’t sound worth it to turn everything else we value upside down for sports. We’re still active, and the boys get in on some awesome rec classes at the Y, but we schedule it around our family, not the other way around. (We’re also enjoying teachers who are very light on the homework, which I appreciate immensely!)
I will admit up front that I have not read this book, but I found your article on it interesting, especially in light of some recent findings from Japan, a country often held up as an example of strong academic achievement. The current belief is that due to their focus on academic and career success, their personal lives are being neglected. To the point that many do not marry or form long term relationships, and they are facing a future of population and economic loss for their country. I believe balance is important, although not always easy to achieve!
Interesting, Emma! That’s similar to some of what the author uncovered in Korea. Not only are the educational results coming from private tutors, not public ed (they actually have a studying curfew because kids were working with tutors too much!), but there are also some serious social-emotional concerns. You’re right — balance can be tricky, but it’s so, so important!