Some Alarming Educational Statistics

I was doing some analysis of educational data this weekend and came across some alarming statistics for those of us in the United States. This year's international literacy results are very concerning. Here are some statistics to ponder:

Math Literacy

International Average: 500

Canada 532
Mexico 385
U.K. 508
Korea 542
France 511
U.S. 483

Problem Solving Literacy

International Average: 500

Canada 529
Mexico 384
U.K. 510
Korea 550
France 519
U.S. 477

Science Literacy

International Average: 500

Canada 519
Mexico 405
U.K. 491
Korea 538
France 511
U.S. 518

Reading Literacy

International Average: 494

Canada 528
Mexico 400
U.K. 507
Korea 534
France 496
U.S. 495

Why do these scores concern me? Well, for one, our scores have not changed much. Two, Our math and problem solving scores are very low. Over all the U.S. ranks 24th out of 29 countries on this scale, and our math and problem solving scores are some of the lowest.

Why do these two especially bother me? First, it is these two scores that really tell us how well we do in moving students past the bottom rung of thought. Memorization is the lowest form of thought and must be mastered to move up into the higher categories of analysis, synthesis, judgement, application and discovery. To do well on math and problem solving, students must be dwelling in these higher categories. Low scores on these two literacy test tell us that the we are still stuck in the lower areas of thought.

An deep examination of SAT scores will tell the same story. Initially, we look as if we are making progress as math SAT scores have risen from an average score of 499 in 1991 to an average score of 518 in 2006. But, if we dig deeper and look at the % of mastery we find that in 1992 43% had a basic mastery while 0% had what could be considered an advanced mastery. In 2007 we find that the basic has increased to the range of almost 70% while the advanced has a mere 3-8%.

Huntsville is certainly the exception as there are many more math and science people here than any other place I have ever been. I have met so many that it has caused me some false jubilation regarding our country's response to the math and science problem of the 1970's. But, today's numbers tell a different story. They tell a story of an educational system in need of answers.

I believe part of the problem is developmental. When I was in school there was a buzz about our failures in math and science...and what the country was going to do. Well, the country did what it is good at doing...it reacted. Schools started pushing kids into math and science classes for which they were ill prepared and that is a huge mistake. Why? math, like no other discipline, is abstract in nature, especially when you get to upper courses. There is no "getting" Algebra; you must be taught and learn Algebra like everyone else. But...here is where it gets tricky. If you are not ready for it, developmentally, you might do fairly well and get your B, but you will start the cruel math cycle of being a year behind in math for the rest of your academic life. We have all met that bright person who is bright in everything, but "don't ask him to do math." I view this as an American circumstance. In my travels to other countries, I have met bright people and they are always bright in math as well as other areas. Only here will you find so many people who "can not do math."

So, what are we Christians to do with these numbers? My answer is simple...build more Christian schools! Christian schools and most private schools do better, across the board, on all of these numbers for several simple reasons. First, class size matters and when teacher ratios are down more higher level thinking occurs. Two, morality matters, as well. To analyze, synthesize, evaluate, apply and create requires responsibility, character, perseverance, work ethic, and more. None of those traits fully develop unless a school's educational fabric has moral fiber woven all through out it. Three, quality Christian schools understand the developmental aspects of education, and they will be able to structure their academic program developmentally because of they are sized to do so. Christian schools, even larger ones, are structured for relationships and discipleship, and this puts the Christian school in an excellent position to address the developmental aspects of education. And, finally, Christian schools have something no one else has...the Truth!

At Westminster Christian Academy, our standard is and always will be Christ. He is our reason, and why we do what we do. Through Him we will be excellent in all things!