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The relative deficiencies of U.S. public schools are a serious concern to parents and policymakers. But they should be of concern to all Americans, as a globalizing world introduces new competition for talent, markets, capital, and opportunity. In Endangering Prosperity, a trio of experts on international education policy compares the performance of American schools against that of other nations. The net result is a mixed but largely disappointing picture that clearly shows where improvement is most needed. The authors' objective is not to explain the deep causes of past failures but to document how dramatically the U.S. school system has failed its students and its citizens. It is a wake-up call for structural reform. To move forward to a different and better future requires that we understand just how serious a situation America faces today.
For example, the authors consider the Programme for International Student Assessment (PISA), an international mathematics examination. America is stuck in the middle of average scores, barely beating out European countries whose national economies are in the red zone. U.S. performance as measured against stronger economies is even weaker—in total, 32 nations outperformed the United States. The authors also delve into comparative reading scores. A mere 31 percent of U.S. students in the class of 2011 could perform at the "proficient" level as measured by the National Assessment of Educational Progress (NAEP) program, compared with South Korea's result of 47 percent. And while some observers may downplay the significance of cross-globe comparisons, they should note that Canadian students are dramatically outpacing their U.S. counterparts as well.
Clearly something is wrong with this picture, and this book clearly explicates the costs of inaction. The time for incremental tweaking the system is long past—wider, deeper, and more courageous steps are needed, as this book amply demonstrates with accessible prose, supported with hard data that simply cannot be ignored.
- Sales Rank: #868150 in Books
- Published on: 2013-06-19
- Original language: English
- Number of items: 1
- Dimensions: 8.98" h x .52" w x 6.00" l, .60 pounds
- Binding: Paperback
- 147 pages
Review
"America faces many pressures ranging from achieving long-run fiscal balance to maintaining our strong national security. As Hanushek, Peterson, and Woessmann persuasively show, these pressures could be dramatically lessened by improving our schools."―George P. Shultz, former U.S. Secretary of State
"Just when you thought we'd reached a consensus on the need to dramatically improve America's schools, a chorus is emerging to suggest all is well. Endangering Prosperity contains all the facts and figures needed to put an end to such dangerous and misguided thinking."―Joel Klein, former Chancellor of New York City schools
"If the United States is to continue to be the experiment in liberty and freedom for which those who founded our great country sacrificed their lives, we must find a way to fix our schools. If we continue on the path we are on, we endanger more than just our prosperity, as the authors of this powerful volume make clear."―Jeb Bush, former Governor of Florida
" Endangering Prosperity makes a compelling case that K-12 public education in the United States is lagging compared to its international counterparts―and that the issue extends across the socioeconomic spectrum. The economic costs are simply too great, the authors persuasively argue, to accept the timid incrementalism that too often passes for 'reform.'"―Chris Cerf, Commissioner of Education, State of New Jersey
"Seen from abroad, it is clear that America's schools could do better. Endangering Prosperity accurately describes the challenges facing U.S. schools, but also shows the rewards that could come from improvement."―Sir Michael Barber, former adviser to U.K. Prime Minister Tony Blair
About the Author
Eric Hanushek is the Paul and Jean Hanna Senior Fellow in Education at the Hoover Institution, Stanford University.
Paul E. Peterson is the Henry Lee Shattuck Professor of Government and director of the Program on Education Policy and Governance at Harvard University and a senior fellow at the Hoover Institution.
Ludger Woessmann is a professor of economics at the University of Munich.
Most helpful customer reviews
6 of 8 people found the following review helpful.
Serious and thought-provoking analysis of critical issues.
By Nandt1
This book brings a lot of hard data, both international and domestic, to help illustrate several key points.
(a) The actual learning performance of students, as measured on standardized (cross-country) tests, correlates with different countries' economic performance to a striking degree. (Does growth explain schooling or the other way around? Well, the authors also show that learning in an earlier period links to growth in subsequent periods).
(b) US schools overall are doing a fairly weak job with getting kids to learn key skills, compared to other advanced economies.
(c) With efforts at improvement -- and this is by no means all or even primarily about volumes of money -- jurisdictions can in fact improve their relative and absolute performance, as shown e.g., by states like Maryland, Massachusetts, and Florida.
Of course, there are plenty of people out there with vested interests or axes to grind. Critics will no doubt cavil at the book's analysis, arguing that things are not all that bad... or that it's all the fault of our ethnic heterogeneity. Approach these excuses for complacency with skepticism. And above all read the book.
1 of 1 people found the following review helpful.
Overdrawn Economic Conclusions -
By Loyd Eskildson
Our students lag behind those from Asia, Europe and other parts of the Americas - disadvantaged as well as advantaged. Only 75 of U.S. students in 2009 performed at the advanced level in mathematics - lower than those attained by 29 other countries. Further, that same year, just 32% of U.S. 8th-graders were evaluated as proficient in mathematics - making the U.S. 32nd of those participating.
One strong contribution in this volume is its revealing racial differences in U.S. PISA performance. While 42% of white students were identified as proficient in math, only 11% of African-American, 15% of Hispanic, and 16% of Native Americans were so identified. Half of students with an ethnic background from Asia and the Pacific Islands were proficient in math - comparable to all students in Belgium, Canada, and Japan, but lower than all students in Korea and Taiwan. U.S. white students, however, are still surpassed by all students in 16 other countries, and more than 25-percentage-points behind all students deem proficient in Korea and Finland. White pupils in the U.S. also trail well behind all students in nations such as Japan, Germany, Belgium, and Canada.
In reading, 20% of white students and 41% of those from Asia and the Pacific Islands were identified as proficient, vs. 13% of African-American, 5% of Hispanics, and 18% of Native American students. White student performance only would place the U.S. in 9th place, trailing by a significant margin all students in Korea, Finland, and Singapore.
The authors contend that countries grow faster where the population has higher achievement, and includes U.S. success back in the 1960s when America was practically the only country with universal secondary schooling for its population. But they then muddy their case by also adding that we then had a free and open labor market, limited intrusion of government, good foreign people coming into the U.S. to work and stay. Probably more important, they also omit referencing the fact that, at the time, the U.S. had the only major manufacturing capacity - thanks to much of the rest of the developed world having been flattened in WWII and the third-world status of Asian areas that had not been. They also are silent about the fact that a main factor driving the surge in Asian economies is their much lower-cost labor inputs.
Continuing, they contend that if U.S. pupil performance had only matched Canada's over the last 20-years, the average paycheck of all American workers would be 20% higher.
Many contend that to fix American schools we need to spend more money, and since 1960 per-pupil inflation-adjusted spending has increased to levels over 4X those then. But pupils in Florida grew even faster than Massachusetts since 1990 (the first availability of state-level data) which moved from 10th in 1990 to first today, while spending about the same in inflation-adjusted dollars. Other research indicates that if we replaced the bottom 5 - 8% of teachers with average teachers we could beat Canadian pupil performance.
Bottom-Line: 'Endangering Prosperity' has some important facts about spending vs. pupil performance. However, their overall assertion about how much better our GDP performance would have been with higher PISA scores is based on poorly-controlled analysis that allows extraneous factors to dominate. It's the old 'correlation does imply causation' fallacy.
32 of 48 people found the following review helpful.
Fundamentally flawed analysis
By reader 1001
Russ Roberts interviewed the author on his EconTalk podcast. I recommend that readers listen to the interview or read the detailed summation. Then read the comments, and you will see the author's analysis is fundamentally flawed. He has fallen prey to Simpson's paradox, where a failure to account for lurking variables can reverse the inference made from the analysis. Hanushek relies on the International PISA exam to compare performance of American students to the OECD countries and asserts we come up short-- we don't. His mistake: relying on average scores which is a bad metric for a number of reasons. The U.S. is a multiracial society, and high scoring countries like Finland, Canada, and Korea are not. If you look at the average scores (Table 3) on the combined reading and literacy test given to 15 year olds on the 2009 PISA exam, you will see that the U.S. ranks 13 out of 34. However, Table 5 shows why the U.S. has a middle ranking (still higher then Germany). The U.S. scores have a multimodal distribution because different groups have significantly different score distributions. If you look at group averages instead of the average of the aggregated scores an entirely different picture emerges. U.S. Asian students with their average score of 541 come out on top with a ranking of 1. U.S. white students are rank number 3 with an average score of 520. The overall U.S. average is dragged down by the low black and Hispanic averages of 441 and 466 respectively. However note that U.S. Hispanics still do significantly better than Mexican students with an average of 425. If we look at scores on math tests and science we get a similar result, although the U.S. should do a little better considering how much money we spend. Our Asian and white students have average scores which put them at ranks 7 and 8 (approximately). This is far better than the rank 25 one observes with the aggregated data. Again the group averages show that we don't have a problem producing enough high quality students. One would have to believe that if our black and Hispanic students moved to Finland at a young age, Finland would keep its high ranking because the Finish system would increase their scores. We have a good example of Simpson's paradox. While the scores for each group rank high, the aggregate of scores don't. The inference is reversed.
The author's second major conceptual flaw: he should be comparing top scoring students across countries because we recruit our technical talent from the upper tail of the the score distribution, not the average or even the median.
Readers should beware of the author's dire conclusions about the American educational system. It's actually doing quite well.
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