As a retired educator, I remain curious about my profession, and I work part-time for a nonprofit organization called, The Institute for Excellence in Education. This year I am working with Central High School, Eastern High School, and Washington Elementary School staff in Bay City Public Schools. It was a German class I visited at the invitation of an outstanding teacher, Susan Elder, that motivates me to share a few thoughts on the subject, “How American students measure up.”
The class focused on comparing German schools with the United States through the eyes of a previous exchange student named Till, who had spent the 2016-17 school year at Central High School. Till and his mother, Dorothy returned to Bay City for a wedding. It was fascinating to observe American students listen to Till’s observations and to pose questions to each; how wonderful for them to take a day out of their visit to share with students.
What I saw can be boiled down to this: There are differences in the two systems, yet there are many things in common. Till was asked point-blank, which system he preferred. His answer was, in effect, both systems. He saw value in each and, more importantly, seized the strengths of both systems. For example, he loved “American” football when he was here.
So why is it we are told American students are behind others Internationally? PISA test scores! PISA (Program for International Student Assessment) is a series of tests administered to 15-year-old students in math, science, and reading, and the U.S. traditionally ranks unfavorably. For example, in 2018 U.S, students were above average in reading and science but below average in math.
Should we be concerned? “Yes” and “No.”
“Yes,” because we want our students to be competitive and ready for living and working in a “world” environment. The experience in the German class is a case-in-point; the likelihood of U.S. students interacting with International students is ever-increasing.
“No,” because there is little to motivate US students to take the tests seriously. The test is given to a sample of students and must be worked into school schedules. Scores are not shared with students or parents, or with the school principals, teachers, or counselors. They are put together to measure systems. PISA officials offer the following disclaimer:
“Many students view PISA as a low-stakes assessment. Their lack of willingness to give the assessment ‘their all’ is reflected in students’ performance. Boys are often disengaged, resulting in low test performance. Disengagement should be measured in various different ways to better understand it and improve assessment design.”
Based upon what I am seeing in schools today, US students are well-suited for the International stage. Reports about PISA results need to put it into context,” many students view PISA as a low-stakes assessment.”
This is an example of students feeling disengaged, resulting in low test performance. Disengagement should be measured in various different ways to better understand it and improve assessment design. Based upon what I am seeing in schools today, U.S. students are well-suited for the International stage. Reports about PISA results need to put it into context,” many students view PISA as a low-stakes assessment.”
Thank you, Mrs. Elder for inviting me in your classroom.
Craig Douglas has served as a community leader in Carrollton for nearly three decades. In between his K-12 superintendency and his township board service, he was dean of the College of Education at Saginaw Valley State University, in effect leading the way to teach and train our future school teachers. He is a frequent guest on Channel 5 morning newscasts.
