American Students Dropping in Science Ranking

While we've all heard that American schools are trailing the world in math and science on international test scores, it's worth noting that according to the National Academies on math and sciences, the United States is also dropping in overall rankings on science in society and the marketplace. Thus, the US is ranked ranked as low as 48th out of 133 countries in terms of math science instruction. This measures and impacts the number of science degrees we produce, as well as significant markers such as patents. For far too long, Americans have responded to criticism of science skills by pointing to our world-leading companies in the tech sector. However, if we continue to fail producing innovative scientists, we risk losing our "Silicon Valley" status.

On the science ranking, I won't dispute the criticism because the point is our kids simply don't want to go into science. In America the real math and science whizzes go into finance or business because they can make more money, or at least believe that they can. Case in point: I had student nominated as a Presidential Scholar which is one of the most prestigious awards for high school students. He has completed in Destination Imagination and the Science Olympiad all through high school, and he is amazingly successful. And all he wants to do is work on Wall Street and be a hedge fund billionaire.

David Brooks of the Times has been writing about this for years. It's a brain drain, as our best and brightest have for years been heading for finance as opposed to the sciences. And that's partly our fault. We give them autonomy. In Taiwan or Singapore or Korea, the kids who excel in math/science are forced into those college majors. And, of course, they revere the sciences more than we do.

I don't really disagree with anything the article says. And we're working on it in Denver with The Denver School of Science and Technology and Cherry Creek's new STEM charter for science and math. But if kids don't want to study it, they won't. And we have a lot of really bright kids in this country - but they are going to law school before anything else. And that is all about money. There are a lot of exceptionally bright sociology and history and comparative lit majors out there. And the reason the same isn't true in many other countries is that their colleges literally don't let them do that.

No easy answer - but always worth the discussion.

Be Thoughtful of College Choice

Reid Hoffman, the founder of LinkedIn and a tech billionaire, offers some very sound advice on the "college-or-not" debate. Despite my regular assertions that most people should not go to college, Reid reminds us that anyone can and should go to college if he or she is thoughtful and purposeful about it.

I particularly enjoyed Reid's response to a question of whether an eighteen-year-old knows what he wants to do for the rest of his life. Students should simply not think that way and try to develop a thirty year plan. For, even if the student is the same person - and in terms of personality, initiative, and interests he probably will be - the world will have changed. Thus, students would simply want to secure knowledge and skills in a general area of which they have interest which would make them always marketable and adaptable in any age.

Thus, skills in writing, critical thinking, computation, and technology offer a pretty solid foundation. Beyond that, the market will decide who succeeds and who fails.

University of Colorado a Great Investment

(NOTE - the following is a reprint from my Greenwood Village blog)


The University of Colorado's men's basketball team weren't the only ones playing strong defense this weekend - though their battle with the Arizona Wildcats was exciting and memorable. The other strong Buffs defensive move came this weekend on the Denver Post op-ed page, as university president Bruce Benson offered a well-argued public relations piece identifying the CU-Boulder school as "a model of efficiency." His thesis was intended to and should encourage Colorado voters to support their state university - and yes that means financially.

Some Coloradans who seem to think they are living in tax-heavy Sweden should be enlightened to learn that only 5% of CU's budget comes from the state. However there is a downside that must be mentioned:

Over the past two decades, [students] have had to pay a greater share of the cost of a college education. State funding used to pay about two-thirds of the cost; now tuition accounts for two-thirds. Colorado ranks 48th nationally in state funding per resident student. Still, CU produces the most degrees for the lowest amount of state funding per degree. CU's administrative costs are 44 percent below those of our national peers. With minimal state investment, CU provides the highly educated workforce crucial to Colorado's economic success, competitiveness and quality of life.

Clearly, CU-Boulder is a first-class academic institution that should be the pride of the state. However, it is struggling to get by as state support for higher education is further strangled by the economy and some harsh and narrow-minded ideology. Each year, I encourage students to consider becoming a CU Buff and supporting this fine institution. However, rising tuition is putting that out of the reach of more students. Colorado needs to reverse that trend.

Go Buffs.

Soft Bigotry of "College-Not-For-All"

Clarice McCants of the Closing Gaps - Education Blog for Parents takes on the recent shift in education that argues too many kids are going to college. McCants wonders whether this idea - which may subtly imply that poor kids should become plumbers - as Newt Gingrich quipped - while middle and upper class kids should be engineers, doctors, and businessmen is nothing but soft bigotry, perpetuating a class system.

The area where I challenge this point of view is in assuming that the "College-is-not-for-all" be applied only to poor, minority, and urban schools. In fact, that is what killed vocational education and career prep in the 70s and 80s. The poor and black kids were funneled into shop class while the white kids took literature and physics.

So, instead of fixing that disparity, we cut voc ed across the board and decided to re-engineer society with the college-for-all mentality. But, among our middle class white population, there are still plenty of kids who shouldn't be going for bachelor's degrees. And the reason is that the economy neither needs it or can support it.

Only 29% of the US population has a bachelor's degree - and clearly that's all we really need in terms of productivity and sustained growth. It's simply wasted credentials, and that results from a logical fallacy - that a bachelor's equates with more wealth and well-being. For the business and public sector, more education equates with higher pay, though that is often a dubious distinction. The market often, and should, decide who rises to management. Not a pay scale based on college degrees.

Granted, more middle class suburban - and yes white - kids are going to have the leg up based on their early childhood education. That's the key we are not talking about - the incredible burden on catching up if a child enters kindergarten not knowing his letters and numbers and lagging other kids by a vocabulary of up to 1500 words. Statistically, it will be hard to catch up - and it can take generations. Once a family has one college educated parent, then it moves to two, then to a stay at home parent or one with flexibility and the funds to support effective pre-school, not just daycare/babysitting.

Clearly, it comes down to equal opportunities. And it comes from decreasing the stigma of associate degrees and skilled labor.

Or, at least, that's my two pennies.

Bracket Madness

"How's your bracket?"

This question is the nationwide conversation starter, as once again the yearly tradition of March Madness in the NCAA national championship basketball tournament has begun. The event has become so ingrained in our culture that its terminology has become part of the lexicon, and its significance has become embedded in the national discourse. Certainly, there is a financial issue at stake, as friendly "office pools" have led to millions - dare I say billions - of dollars are changing hands. And, of course, the media is quick to report the economic impact of lost productivity in the workplace.

Of course, it's really just a bunch of basketball games. And there are certainly more pressing issues on both a nationwide and global scale. Additionally, this time of year jump starts discussions about the "educational mission" of the NCAA - and tax exempt status - when reporters begin to unearth the dark secret of abysmal graduation rates among college basketball players. At some colleges, the graduation rate for African-American players is a truly shocking 14%. And less than one percent of all these athletes will ever earn a living on the hardwood. Thus, there is much to criticize about our national obsession in the next couple of weeks, even as we are enthralled by the Cinderella stories and Sweet Sixteens.

Overall, our culture defines us - and often thankfully distracts us, and I'd conclude that talk of brackets is of far greater benefit to our society than cost. I, incidentally, chose Louisville for the championship game, and I had St. John's going to the Sweet Sixteen. So, it's nothing but a spectator sport for me from here on out. Go Illini!

So? How's your bracket?

Pathways to Prosperity

The following is a piece of commentary I wrote for the Denver Post - It was published Sunday in the perspective section:

Education Pathways to Prosperity

After the recent cold snap – as my neighbor’s pipes froze and my furnace shorted out – I was reminded of just how little we appreciate and how much we undervalue skilled labor in this country. When the plumber told my neighbor he was booked until two AM, and when the pipe repair exceeded $300, I wondered why schools keep pushing the college-for-all mentality. The education system should promote the trades and skilled labor as much as it does academics and bachelor’s degrees, and education at all levels should become more experiential and skill-based.

This conclusion is supported by the recently released Harvard study that concluded not all kids should go to college – or at least not a four-year university in pursuit of a bachelor’s degree. The aptly titled report “Pathways to Prosperity” recommends a new direction for education reform, based on the practical needs of students and the economy. Sadly, too many education leaders don’t share this view.

Politicians and education reformers never talk about producing more plumbers or IT technicians or dental hygienists or physical therapists, just more scientists and engineers. President Obama and Bill Gates preach incessantly about the need for the United States to produce degree holders to keep up with the technological demands of a global economy. And that is certainly a noble and necessary goal. Yet, for every engineer we produce, we need hundreds, if not thousands, of skilled technicians to manufacture and repair the innovations those engineers create. Clearly, current education reform based almost entirely on standardized test scores and college degrees is the wrong direction for Colorado and for the United States.

Of the millions of jobs that will be created in the next decade, 30% of them will not require a bachelor’s degree. Many positions such as paralegals, health care technicians, registered nurses, and tech support workers need only certificates and associate degrees. Currently only 28% of Americans have a bachelor degree, and many of them are looking for work. In a study of Florida college graduates, the earnings discrepancy between two-year programs and bachelor degrees is a revelation. Five years out of school, the average trade school or community college graduate makes $47,000 per year compared to bachelor degree holders who average $36,000. School administrators, counselors, and education reformers are being disingenuous if they fail to promote this information to students and parents. By not offering advice on students’ realistic prospects for college degrees and marketable skills, schools are setting up too many kids for failure.

Europe clearly outpaces the U.S. in this area, another key point of the Harvard study. Education critics regularly tout the performance of Finland in international test scores, but they do little to promote the Finnish system. As many as 70% of Finnish students enter career training following their sophomore year of high school. In fact, elementary schools in Finland teach skills such as carpentry alongside the multiplication tables. And Finnish students only take one standardized test in their school career – it’s at the end of high school to determine university qualification. Yet, despite emphasizing skill-based education, Finland remains on the cutting edge in technology and is home to five of the world’s top global technology corporations. Clearly, they produce sufficient scientists and engineers from their top thirty percent, and they also provide sufficient skilled labor for their economy.

Colorado needs to design educational standards and goals that move beyond basic academic skills learned at desks and measured by standardized tests. For every new magnet or charter school like the Denver School of Science and Technology, Colorado districts need to offer technical education like that found at Hamilton Career Technical Center near Cincinnati, Ohio. Hamilton is winning praise for its record of producing skilled health care technicians, electricians, and mechanics, and offering viable careers to non-academic students.

Like the report “Tough Choices, Tough Times” that was the buzz in education reform several years ago, “Pathways to Prosperity” should be required reading for every education reformer in Colorado, especially members of the legislature and education committees. If Colorado truly hopes to “Race to the Top” in creating a productive education system, we must commit to redesigning our education system to produce both higher-level degrees and productive skilled labor. Hopefully, reformers like Senator Michael Johnston will move beyond his recent focus on basic skills and college attendance and begin drafting his next bill promoting practical education reforms based on building marketable skills at all levels.

Why Read, Study, Learn

Each year at this time - on the first day of second semester, I ask my students to ponder the following two questions:

What do you dislike about the subjects you study in school?

What flaws in your intellect or character does this reveal about you?

You can imagine the blank stares as I pose the second one and then leave them to write down their thoughts. There isn't an option to disagree. The discussion that follows can get pretty animated and I generally play a serious Devil's Advocate.

These two questions come from a great book called Why Read, written Mark Edmundson, a professor of English at the University of Virginia. Each year, as he hands out the obligatory class evaluations at the end of the semester, he adds these two questions. Edmundson's goal is to get past the obvious and general criticisms that students make about their education and instead get them to focus inward on what their relationship to learning is. Perhaps they don't like school because they don't have much discipline. In other words, they don't like to work or read or write or study or think, etc. Perhaps they have reached their level of incompetence, as we rarely enjoy those activities we aren't good at - and if reading is a burden, then higher education will be all the more so. The reality is that often subjects are innocuous - there is neither good nor bad. Thus, it's not that the class is boring or not - it might be that the student, however, is.

This is not intended to force the students to criticize themselves or see their approach to learning negatively. In fact, in a subsequent discussion, I seek to put a positive spin on the exercise. Understanding that some things are beyond our control, I urge them to consider the reality that the one thing - in their education - over which they will always have control is their thoughts. Thus, while the class or subject or teacher may be boring or frustrating - issues which they can't control - their perception or attitude toward the task is within their power. Thus, they may seek to find something positive in the class. They may seek to view mundane repetition as merely an opportunity to practice, refine, and even perfect a skill.

It's not a perfect discussion, but it certainly kicks off the second half of the year in an interesting way.

Two Year Bachelor Degrees

Despite the feelings of Education Chief Arne Duncan to the contrary, for many students in the United States, the k-16 system is both too long and inefficient. It has always troubled me that I have students who take and pass four or five AP classes/exams during their junior year, and still have another year of school to meet state graduation requirements. That is not only inefficient and expensive, it's downright illogical and ridiculous. Thus, I have been pleased over the past two years as the state of Colorado has sought to expand dual-enrollment, which in many ways is a much better idea than even AP or IB. Though I still prefer the rigor of the College Board, I am miffed by the colleges who are increasingly stingy in what they will give credit for.

In some interesting news on this front out of the public schools in the nation's capital, two DC area schools are planning to offer, in conjunction with the University of DC, a two-year bachelor degree that students will complete after finishing a special program for the junior and senior years of high school. It's the basic idea of AP or dual-credit, in which kids take the rigorous general education requirements during high school - and get state graduation credit - and thus only have the higher level, degree specific courses. This is exactly the sort of forward thinking that the American education system needs - and which has been promoted by people such as Charles Murray, Newt Gingrich, and Jeb Bush.

Clearly, the DC public schools is really the last place I would expect to see this arise. It is obviously only for the most motivated students, and that is not most common on the lower socio-economic strata. Yet, if they find kids and teachers who can make it work - with no diluting of standards and expectations - this will be a good thing. And decreasing the overall cost for poorer kids is certainly an added incentive. Hopefully, this idea works and becomes a harbinger of change to come nationwide.

For Profit College on Probation

It was only a matter of time before a plunging economy and employment scene mixed with an irrational emphasis on college and bachelor degrees for everyone would lead to a corruption of higher education. In Colorado it has become an issue as the state looks at for-profit universities who are misleading applicants in terms of the "value" of high priced degrees. Recently, the state of Colorado put Westwood College on probation after it became clear that recruiters and advisers at the school were misleading students about their credentials and job prospects after graduation. Westwood seems to be developing a reputation for this problem, and their online programs have actually been banned in Wisconsin and Texas. This corrupt business practice is a problem that is only going to get worse if we continue the "college-for-all" and the "college-as-the-key-to-all-our-problems" mentality.

The Cost of College

The College Board reports that the net price of college with tuition and fees is actually lower in 2010 than it was five years ago. The predominant causes of this drop are increased financial aid and lower inflation. In fact, the average price for a state school, including room and board, is about $10,000 per year. The average for private colleges is about $20,000. That is certainly reassuring.

Of course, the criticism I hear from my students is "OK, but what about the costs for a good school." Obviously, the prejudice against state schools will always be there, though many studies argue that the elite college prices are not always worth the excessive price tag. That has to be decided on an individual basis. The reality is higher education needs to be more affordable, and consumers need to be more practical about where they are choosing to invest their education dollars.

Shocking Stats about Education

The Accredited Online Colleges blog features a list of "Ten Shocking Stats on the State of Education." The list addresses issues on everything from literal and functional literacy to arts education to bullying to sex ed. Certainly, these sort of snapshots are interesting conversation starters, and the links are worth taking a look at.

The connection between these sort of stories and a student's ability to be successful "in college" is certainly the focal point of much education reform talk these days. At issue, as I've noted before, is exactly what sort of post-high school education most people need. The country's myopic focus on "seat time" and a k-16 system is a hindrance to any real reform.

Hopefully, more discussion of alternatives to the bachelor degree will surface as the education reform movement marches on.

College in Three Years - or Less?

According to Lamar Alexandar's piece in the latest edition of Newsweek:

Hartwick college, a small liberal-arts school in upstate New York, makes this offer to well-prepared students: earn your undergraduate degree in three years (six semesters) instead of four, and save about $43,000—the amount of one year's tuition and fees. A number of innovative colleges are making the same offer to students anxious about saving time and money. The three-year degree could become the higher-education equivalent of the fuel-efficient car. And that's both an opportunity and a warning for the best higher-education system in the world.

Finally, the word is spreading. With the average time for a bachelor's degree taking an astounding and baffling six year and seven months, a little shorter for some programs from on-line universities, it is time for a change. The acceptance of AP and IB scores for advance progress in degrees and the expansion of dual-credit, or concurrent enrollment, classes are imperatives. And schools who shun giving the credit where credit is due should be shunned and avoided at all costs.

Now, if we can get K-12 down to K-10, and the blending of 11/12 - 16, we will be getting somewhere.

Louisiana Joins the College-is-not-for-all Plan

Joanne Jacobs spotlights this article about Louisiana joining New Hampshire in plans to move toward a new educational model which is in line with every other industrialized country in the world. The state plans to offer an early graduation diploma for students who "choose" with "parents permission" to leave the four-year-college track and enter trade schools instead.

As I noted in this article in the Denver Post, the college-for-all track is biased and incredibly inefficient. While we certainly want every child to have an opportunity to take his education as far as he desires, we should not assume that college is for everyone - especially when only 29% of the country currently has a bachelor's degree.

Jobs for High School Grads

Of course we've all heard about the projected life time earnings difference between high school and college graduates.  People who dig deeper discover the caveats as well.  While some estimates run as high as one million dollars, others conclude that if you you factor out issues like mega-billionaires and the cost of tuition at elite schools and the time taken to earn the degree and the difference between associates and bachelors degrees, it might be less than two-hundred thousand.  Not chump change to be sure, but there is the practical reality of who can earn the bachelor degree and how many of them the economy can truly support.

For those looking no further than high school. MSN offers this story, or list, of good jobs for high school grads.

The Myth of the Bachelor Degree

"A degree in economics doesn't really prepare you to understand the economy very well."

These words of wisdom, according to an AP story, come from Josh Donahue, "23, who went on food stamps two weeks after leaving Oregon State University with an economics degree that he hoped to use for a job as a financial analyst. He's living with his aunt and uncle in Grants Pass, Ore., and looking for even a menial job."

Josh is the new poster boy for the massive inefficiency and inadequacy of America's K-16 education system. Clearly, no one in the two decades of Josh's life had any serious talks with him about who he is, what he wants, what he's good at, what a liberal education means, or how liberal arts degrees translate (or don't) into marketable skills. Josh came of age during an expanding economy based on false expectations of wealth, and he figured he'd study econ and then go make a killing selling stocks to middles class Roth IRA holders on his way to becoming the next Warren Buffett. Time for a reality check.

Josh could have majored in accounting or finance or business or engineering - but it seems that people who major in economics as a bachelor degree (with no intention of a masters or Ph.D to teach) simply couldn't get into business or accounting schools. So, they majored in - and probably forked over or borrowed $20,000 to $40,000 for - what has become a virtually useless college degree. Just what did Josh think a "degree in economics" would prepare him to understand, or, more importantly, do for a living?