You Do the Math$

I thought I was finished with education but this has got to be put before the people.

I would like to relate the following data as presented by Philadelphia-born-and-bred economist Walter E. Williams. Mr. Williams is drawing on data collected by Hoover Institute senior fellows, Drs. Hanushek and Peterson, as reported in their Newsweek article, “Why Can’t American Students Compete?” (28 August 2011)

Disclosure: Nothing presented below is intended in any way as a racial statement or slur. The data is presented for informational purposes as I came upon it. The individual bringing it to my attention happens to be a black economist whom I hold in the highest regard.

The latest international tests administered by the Organisation for Economic Co-operation and Development inform us of the following math proficiency ratings among students in Shanghai and the United States:

• Shanghai – 75 percent
• US – 32 percent

Falling between Shanghai's high of 75 percent and the United States' 32 percent were South Korea, Finland, Canada and the Netherlands. The US is nestled between Portugal on the high end and Italy on the low end.

Percentage of students performing at an advanced level in math:

• Shanghai – 45 percent
• South Korea – 20 percent
• Japan, Belgium, Finland, Netherlands, New Zealand, and Canada – 15 percent
• US – 7 percent

Additionally, Drs. Hanushek and Peterson turn us on to some revealing results published by the National Center for Education Statistics on American innumeracy concerning rates of advanced university degrees in engineering awarded during the 2007-2008 academic years.

Advanced degrees in engineering awarded in the U.S.

• Foreign students: 61 percent
• American (white, black, and Hispanic) students combined: 32 percent

Advanced degrees in mathematics awarded in the U.S.

• Foreign students: 50 percent
• American (white, black, and Hispanic) students combined: 47 percent

It is noteworthy to consider that in contrast to the preponderance of advanced engineering and math degrees earned by foreign students that advanced degrees in education awarded at U.S. universities stand at 87 percent awarded to white, black, and Hispanic American students while foreign students only receive 8 percent of advanced degrees in education.

As commented upon by Mr. Williams, the data points to the fact that in subject areas that require less rigor (a.k.a., education), Americans are much more likely to earn degrees. Foreigners, on the other hand, avoid the less rigorous subject areas and pursue degrees in more advanced fields of study (a.k.a., mathematics and engineering).

I now point to a New York Times article – “Do We Need Foreign Technology Workers?” (08 April 2009) – in which Dr. Vivek Wadhwa of the Pratt School of Engineering at Duke University informs us that:

• 47 percent of all U.S. science and engineering workers with doctorates are immigrants;
• 67 percent of all additions to the U.S. science and engineering workforce from 1995 to 2006 were also immigrants;
• 60 percent of engineering Ph.D. students in the U.S. are foreign nationals;
• 40 percent of engineering Master’s students are foreign nationals.

From the Department of Education, as reported in a Townhall.com Op-Ed piece:

Reading:

• Eighth grade public school average reading scores in 2011 were 19 points lower than private schools generally; 20 points below Catholic schools specifically.
• Reading test scores over the past 20 years as measured by the NAEP (National Assessment of Educational Progress) for public school eighth graders have trailed Catholic schoolers by double digits – the closest public schoolers came was 17 points behind Catholic schoolers in 1992.

Mathematics:

• Eighth grade public school students averaged 13 points behind private and Catholic school students in 2011.
• 22 years ago public school students came within 9 points of their Catholic school counterparts but the margin has gradually grown larger ever since.

Someone on this site stated that there was no real way to compare private to public schools because they were tested differently. In fact, it has been written that public schools provide a better education than Catholic schools. It’s funny that the Department of Education seems to be unaware of either of those issues. I would encourage anybody who possesses facts that will substantiate either claim to come forth now and dispute the information presented above. I am doubtful that any proof will be forthcoming, but I remain hopeful. While I appear to be extremely critical of our educational system as it stands today, I have family and thus I have a vested interest in seeing our problems fixed.

So, what’s the problem? Could it be a lack of money since the public education system, in general, is perennially crying poor and the NJEA grows ever more apoplectic by the year?

Again, from the Department of Education: (The dollar amounts below have been inflation adjusted to 2009-2010 dollars so we are comparing apples to apples).

• Per-pupil spending for U.S. public elementary and secondary schools in 1998-99: $9,923.00
• Per-pupil spending for U.S. public elementary and secondary schools in 2007-08: $12,236.00
• Increase in spending per pupil between 1998-99 to 2007-08 in real dollars: $2,313.00
• Real increase taking the ravages of inflation into account: 23%

In contrast to the ever-rising dollars-per-student removed from the American taxpayer and redistributed to public school teachers and administrators, the average eighth grade public school reading level was virtually flat going from 261 (out of a possible 500) points in 98-99, to 264 points in 2011. Math scores rose from 272 points in 2000 to 283 points in 2011.

There is significant proof then that increasing the money made available to the public school system, by almost 25%, brought no significant improvement in the skills our children are acquiring through the eighth grade. Remember, this is inflation-adjusted money so we are talking about real increases not increases eaten up by inflation.

Again, give the money back to the American people and let them decide the best place to gain an education for their children. Just as the waste and corruption of the UAW and the auto industry’s management drove the American automobile industry to near bankruptcy, the NEA and the public school administration profiteers have destroyed the public education system and it’s time to move on to a better way of educating our children.

Does this information give you pause to stop and consider what the heck is going on? I have read the glowing reports by those commenting on the GT Patch about how great our schools are and what a wonderful job our teachers are doing but nobody seems willing to address the dismal statistics presented above. Allow me to say it means nothing that we are 15th or 10th, or whatever standing New Jersey schools have attained, compared to our American counterparts, when our whole ship of education is tossed up on the rocks taking on water at an alarming rate. We don’t need more money for public education, we‘ve already spent trillions with no appreciable return-on-investment; what we need is an overhaul and I’m wondering when the NJEA and the NEA are going to get on board and present some solutions to the problem.

Read it and weep, my friends; if you think jobs are being shipped overseas now (which by the way, has a lot to do with workers being more qualified there), wait until you see what the future holds.