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Title: The Way We Were?: The Myths and Realities of America's Student Achievement (Century Foundation/Twentieth Century Fund Report) by Richard Rothstein ISBN: 0-87078-417-X Publisher: The Brookings Institution Pub. Date: September, 1998 Format: Paperback Volumes: 1 List Price(USD): $11.95 |
Average Customer Rating: 3.67 (3 reviews)
Rating: 5
Summary: The Way It Is
Comment: In very smooth and readable prose, free of "paradigm-speak," Rothstein examines the much touted crisis of decaying intellects of American public school students.
Since most chicken littles of the academic crisis cite declining SAT scores, Rothstein begins with an examination of exactly what the SAT is supposed to measure, and more importantly, who takes the SAT. Since SAT scores reflect the achievement of a self-selected group, because the SAT is not required, these scores aren't of much use in demonstrating the abilities of an entire senior class (not to mention the fact that juniors and seniors take it together, along with some sophomores as well). I learned the surprising fact that until 1994, yearly scores were still compared (with some adjustment, but nonetheless....) to a group of young men who had all gone to private schools, and who took the test in 1941.
Rothstein includes information about declining dropout rates since the 1930's, and how this effects achievement scores of a senior class; he looks at more legitimate means of comparing students, such as the Iowa Test of Basic Skills. He also looks at the correlation between income and SAT scores, and documents the fact that more students from lower income families have been taking the test in recent decades.
In the last chapters, Rothstein examines some of the other issues facing schools, such as bi-lingual education, and phonics vs. whole word methods of reading instruction.
Anyone in education, and anyone concerned about national student achievement should read this book.
Rating: 1
Summary: Most of the book is a crock
Comment: Some good points made (more students taking theSAT,forexample), but most of the book is a crock. He fails toconsider many of the facts, such as our comparison with otherindustrialized nations, 1/5 of adults have rudimentary literacy skillsafter 12 or more years of schooling (and it isn't looking any betterthanks to education college professors), the SAT scores wererecentered in 1994, more students are taking remedial college courses,more students are taking college prep courses in high school, but theyaren't anymore prepared, etc, etc. He blames the tests for notshowing progress, rather than the source...PHILOSOPHY! Does theauthor watch Jay Leno?
Rating: 5
Summary: Excellent objective analysis of present and past test scores
Comment: In 114 pages of very readable writing, the author sheds light on what test scores mean, and don't mean, from past and present. The difficulty of comparing SAT scores from the 1940's, to the scores in recent years, is more than just difficult. It's impossible, and for a number of reasons that he explains well -- only one of which is that the test is voluntary. Really, what he writes is fascinating. For example, SAT scores are used to judge the teaching effectiveness of different states. Iowa and North Dakota score very high. But in Iowa, for example, only the top 3% of their students take that test! In NJ, on the other hand, 74% of the students recently took the test. Would you not expect the results to be different -- lower -- if 74% of the kids take the test rather than the top 3%? Sure.
The problem is that it's exactly those tests -- and others -- which are used to tell us how we've gotten worse in our school systems.
In 1941 -- the first year of the SAT -- approximately 1% of all high school students took the SAT. Accurate demographic data don't exist, but the test was taken, for the most part, by the kids from wealthy families.
Today, the percentage of kids taking the test is much greater. And thus the demographics are vastly different. Yet we draw mistaken conclusions from test results then, and now, that are simply statistically impossible to make.
Very interesting book. Gives a much-needed historical perspective.
The author's conclusion -- that schools are actually doing a better job today than in years past -- is quite well-supported.
Final note: the average IQ in our country went up 15 points -- a huge gain -- from 1932 to 1978. (No analysis done since then that the author noted.) Is this the sign of a system in disarray? Doesn't seem so.
The author is quick to point out that his analysis isn't meant to say that no improvements can, or need be, made in our schools. But perhaps we're seeing "crisis" about the wrong things. And putting money into the wrong things.
He encourages us to make objective analysis, and to understand what we can conclude -- and what we cannot.
Excellent. Read it.
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Title: Tinkering Toward Utopia: A Century of Public School Reform by David B. Tyack, Larry Cuban ISBN: 0674892836 Publisher: Harvard Univ Pr Pub. Date: March, 1997 List Price(USD): $19.95 |
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Title: Does Money Matter?: The Effect of School Resources on Student Achievement and Adult Success (Brookings Dialogues on Public Policy) by Gary Burtless, Michael H. Armacost ISBN: 0815712758 Publisher: The Brookings Institution Pub. Date: July, 1996 List Price(USD): $19.95 |
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Title: In Schools We Trust: Creating Communities of Learning in an Era of Testing and Standardization by Deborah Meier ISBN: 0807031518 Publisher: Beacon Press Pub. Date: 01 August, 2003 List Price(USD): $16.00 |
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Title: Choosing Schools : Consumer Choice and the Quality of American Schools by Mark Schneider, Paul Teske, Melissa Marschall ISBN: 0691092834 Publisher: Princeton Univ Pr Pub. Date: 18 March, 2002 List Price(USD): $21.95 |
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Title: A Primer on America's Schools by Terry M. Moe ISBN: 0817999426 Publisher: Hoover Inst Pr Pub. Date: August, 2001 List Price(USD): $15.00 |
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