{"id":3494,"date":"2013-09-25T08:08:07","date_gmt":"2013-09-25T12:08:07","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=3494"},"modified":"2020-09-12T18:58:00","modified_gmt":"2020-09-12T22:58:00","slug":"the-smartest-kids-in-the-world","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/the-smartest-kids-in-the-world\/","title":{"rendered":"The Smartest Kids in the World"},"content":{"rendered":"

Many have made their careers in the field of education by comparing and contrasting the American education system with those around the world. Marc Tucker<\/a>, of the National Center on Education and the Economy, is one of those. His book, Surpassing Shanghai: An Agenda for American Education Built on the World’s Leading Systems<\/a> <\/i>integrates a career of research to make recommendations about how American education can make essential changes to meet the needs of the 21st<\/sup> century and compete with other leading countries.<\/p>\n

Another such author who has recently penned the book, The Smartest Kids in the World and How They Got That Way<\/a><\/i>, is Amanda Ripley. Ripley is an Emerson fellow at the New America Foundation<\/a>, and a colleague of hers there, Annie Murphy Paul, has recently written a helpful review of Ripley\u2019s new book.<\/p>\n

Here are a few key sections from the review, published in the New York Times:<\/p>\n

In reporting her book, Ripley made the canny choice to enlist \u201cfield agents\u201d who could penetrate other countries\u2019 schools far more fully than she: three American students, each studying abroad for a year. Kim, a restless 15-year-old from rural Oklahoma, heads off to Finland, a place she had only read about, \u201ca snow-castle country with white nights and strong coffee.\u201d Instead, what she finds is a trudge through the cold dark, to a dingy school with desks in rows and an old-fashioned chalkboard \u2014 not an iPad or interactive whiteboard in sight. What Kim\u2019s school in the small town of Pietarsaari does have is bright, talented teachers who are well trained and love their jobs.<\/i><\/p>\n

This is the first hint of how Finland does it: rather than \u201ctrying to reverse engineer a high-performance teaching culture through dazzlingly complex performance evaluations and value-added data analysis,\u201d as we do, they ensure high-quality teaching from the beginning, allowing only top students to enroll in teacher-training programs, which are themselves far more demanding than such programs in America. A virtuous cycle is thus initiated: better-prepared, better-trained teachers can be given more autonomy, leading to more satisfied teachers who are also more likely to stay on.<\/i><\/p>\n

Kim soon notices something else that\u2019s different about her school in Pietarsaari, and one day she works up the courage to ask her classmates about it. \u201cWhy do you guys care so much?\u201d Kim inquires of two Finnish girls. \u201cI mean, what makes you work hard in school?\u201d The students look baffled by her question. \u201cIt\u2019s school,\u201d one of them says. \u201cHow else will I graduate and go to university and get a good job?\u201d It\u2019s the only sensible answer, of course, but its irrefutable logic still eludes many American students, a quarter of whom fail to graduate from high school. Ripley explains why: Historically, Americans \u201chadn\u2019t needed a very rigorous education, and they hadn\u2019t gotten it. Wealth had made rigor optional.\u201d But now, she points out, \u201ceverything had changed. In an automated, global economy, kids needed to be driven; they need to know how to adapt, since they would be doing it all their lives. They needed a culture of rigor.\u201d<\/i><\/p>\n

Rigor on steroids is what Ripley finds in South Korea, the destination of another of her field agents. Eric, who attended an excellent public school back home in Minnesota, is shocked at first to see his classmates in the South Korean city of Busan dozing through class. Some wear small pillows that slip over their wrists, the better to sleep with their heads on their desks. Only later does he realize why they are so tired \u2014 they spend all night studying at hagwons, the cram schools where Korean kids get their real education.<\/i><\/p>\n

Ripley introduces us to Andrew Kim, \u201cthe $4 million teacher,\u201d who makes a fortune as one of South Korea\u2019s most in-demand hagwon instructors, and takes us on a ride-along with Korean authorities as they raid hagwons in Seoul, attempting to enforce a 10 p.m. study curfew. Academic pressure there is out of control, and government officials and school administrators know it \u2014 but they are no match for ambitious students and their parents, who understand that passing the country\u2019s stringent graduation exam is the key to a successful, prosperous life.<\/i><\/p>\n

Ripley is cleareyed about the serious drawbacks of this system: \u201cIn Korea, the hamster wheel created as many problems as it solved.\u201d Still, if she had to choose between \u201cthe hamster wheel and the moon bounce that characterized many schools in the United States,\u201d she would reluctantly pick the hamster wheel: \u201cIt was relentless and excessive, yes, but it also felt more honest. Kids in hamster-wheel countries knew what it felt like to grapple with complex ideas and think outside their comfort zone; they understood the value of persistence. They knew what it felt like to fail, work harder and do better. They were prepared for the modern world.\u201d Not so American students, who are eased through high school only to discover, too late, that they lack the knowledge and skill to compete in the global economy.<\/i><\/p>\n

The author\u2019s third stop is Poland, a country that has scaled the heights of international test-score rankings in record time by following the formula common to Finland and South Korea: well-trained teachers, a rigorous curriculum and a challenging exam required of all graduating seniors. In the city of Wroclaw, Ripley meets up with Tom, a bookish teenager from Pennsylvania, and discovers yet another difference between the schools in top-performing countries and those in the United States. In Tom\u2019s hometown high school, Ripley observes, sports were \u201cthe core culture.\u201d Four local reporters show up to each football game. In Wroclaw, \u201csports simply did not figure into the school day; why would they? Plenty of kids played pickup soccer or basketball games on their own after school, but there was no confusion about what school was for \u2014 or what mattered to kids\u2019 life chances.\u201d<\/i><\/p>\n

It\u2019s in moments like these that Ripley succeeds in making our own culture and our own choices seem alien \u2014 quite a feat for an institution as familiar and fiercely defended as high school. The question is whether the startling perspective provided by this masterly book can also generate the will to make changes. For all our griping about American education, Ripley notes, we\u2019ve got the schools we want.<\/i><\/i><\/p>\n

Here is the link to the full review: http:\/\/www.nytimes.com\/2013\/08\/25\/books\/review\/amanda-ripleys-smartest-kids-in-the-world.html?pagewanted=all<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Many have made their careers in the field of education by comparing and contrasting the American education system with those around the world. Marc Tucker, of the National Center on Education and the Economy, is one of those. His book, Surpassing Shanghai: An Agenda for American Education Built on the World’s Leading Systems integrates a Read more about The Smartest Kids in the World<\/span>[…]<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[4],"tags":[80,21,77,44],"class_list":["post-3494","post","type-post","status-publish","format-standard","hentry","category-school-reform-leadership","tag-education-research","tag-school-culture","tag-school-reform","tag-teacher-role"],"yoast_head":"\nThe Smartest Kids in the World - Core Education, LLC<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.coreeducationllc.com\/blog2\/the-smartest-kids-in-the-world\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"The Smartest Kids in the World - Core Education, LLC\" \/>\n<meta property=\"og:description\" content=\"Many have made their careers in the field of education by comparing and contrasting the American education system with those around the world. 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