After my nine-month internship in a fifth grade classroom, I was not offered a contract to teach full time and had to substitute teach for the next two years.
A ten-year old called Oscar (not his real name) was the reason. It was May 1976, and Ms. Stepp was gone. Instead, a sub was in the room. I was the student teacher. Oscar had an anger problem. He could blow with the force of an unexpected five-hundred pound, roadside bomb.
On that particular day, for no reason, Oscar started to use a thick-black marker to draw Xs across the pages in the history textbook used for Yorbita’s fifth grade. As he finished marking a page, he tore it out and tossed it on the floor.
Another teacher’s experience.
The substitute teacher said to stop. Oscar ignored her. Oscar kept marking the large, thick X and tearing the pages out. The students sitting near him knew he was capable of flying into a rage and attacking them so they started to slide their desks away until he was an isolated island.
As I finished this post, I thought of Where are the Parents, a post I wrote at iLook China.net.
Lloyd Lofthouse is the award-winning author of the concubine saga, My Splendid Concubine & Our Hart. When you love a Chinese woman, you marry her family and culture too.
If you want to subscribe to iLook China, there is a “Subscribe” button at the top of the screen in the menu bar.
Over on Diane Ravitch’s Blog, a site to discuss better education for all[highly recommended], I left a comment for one of her posts that mentioned an author’s lecture I attended back in the 1980s. The comment was about a memoir written by the father of a son who was retarded [the father/author’s words not mine]. The son also had learning disabilities. After more than thirty years, all I remembered was the basics and I think the father said his son had an IQ of 80 [I could be wrong. It might have been lower]. I’ve forgotten the name of the author and his memoir. I once had a video of the lecture but loaned it to another teacher who loaned it to another teacher and I never saw the video again.
Anyway, the anonymous person who replied to my comment didn’t think the kid was retarded with an 80 IQ, and it turns out this anonymous commenter was right. He also said 80 wasn’t far from average—also correct.
I attended that lecture more than thirty years ago, and the son did have learning disabilities severe enough to land him in special education classes. The parents had to fight to get him in regular classes. They also unplugged the TV at home and stored it on a shelf in the garage where it sat until both of their children were in college. The TV was replaced with family reading time. The result, the son ended up at Harvard and graduated with a degree in engineering.
The Stanford-Binet Fifth Edition IQ Classification [it’s obvious that the language has been changed to placate critics of IQ tests—check out older versions of IQ tests to see what I mean]:
40-54: Moderately impaired or delayed
55-69: Mildly impaired or delayed
70-79: Borderline impaired or delayed
80-89: Low average
90-109: Average
110-119: High average
120-129: Superior
130-144: Gifted or very advanced
145-160: Very gifted or highly advanced
There’s also the Current Wechsler IQ classification; the Woodcock-Johnson Test of Cognitive Abilities; the Kaufman Adolescent and Adult Intelligence Test, etc.
I don’t want to spend much time on learning disabilities [LD], because I want to focus on the small fire that I seemed to have started when I brought up IQ on Ravitch’s Blog. But LD’s should be mentioned because they may affect children with even high IQ’s. The home environment, lifestyle, health, diet and exercise also play an important role in a child’s ability to learn.
LD’s are a group of varying disorders that have a negative impact on learning. They may affect a child’s [or adults] ability to speak, listen, think, read, write, spell or compute. The most prevalent LD is in the area of reading, known as dyslexia, and as child I had severe dyslexia; so did my older brother, but the education experts didn’t know what dyslexia was in the early 1950s. Instead, my mother was told that I was so retarded I would never learn to read or write. Years later when I took my first IQ test, the results said I had an IQ of 135, and it’s obvious that I overcame the dyslexia and learned to read and write, but my brother didn’t.
It seems that one politically-correct camp in the United States and maybe Europe—because I have no idea where the critics of IQ live—believe we shouldn’t use IQ to measure a child’s intelligence. In fact, this politically correct group wants IQ removed as a way to measure intelligence probably because it might hurt the child self-esteem. In fact, the politically correct self-esteem movement would like to do away with all competition, grades and GPA ranking. They’ve had some success in this area—one of the causes of dumbing down the schools in the United States.
I don’t disagree with evidence from studies that offer theories that even slow learners with lower IQ’s may achieve success in life but it’s arguable that the lower the IQ, the tougher the odds are of a child achieving their dreams as an adult later in life depending on what those dreams are—after all, few end up becoming President of the United States—and for instance: billionaires, millionaires, rocket scientists, super models, Academy Award winning actors, Grammy winners, or win gold medals at the Olympics.
While a high IQ is not a ticket to success and wealth, the evidence suggests that it helps. It’s also arguable that a person with a high IQ who also has high social intelligence (SQ/SI) stands a much better chance at success and a better quality of life than someone with a low IQ and high SQ/SI. Other factors that lead to the success of a child achieving their dreams later as an adult are motivation, discipline, perseverance, the ability to learn from failure, and evidence suggests that writing detailed goals and reading those goals daily also helps. There’s also emotional intelligence that some think is important. (examiner.com)
My biggest sin to the politically correct camp of self-esteem was to dare to mention the difference in average IQ’s between racial groups. The word one commenter used was racism. However, the fact remains that there is a difference in average IQ’s between racial groups.
Princeton.edu says, “The connection between race and intelligence has been a subject of debate in both popular science and academic research since the inception of intelligence testing in the early 20th century, particularly in the United States.” Forgive me if I don’t post that IQ comparison here. If interested, Google it.
Be warned, if you dare to step on this politically correct sacred ground that has been anointed by the holy water of the self-esteem movement, tread carefully.
However, it is arguable that IQ does play an important role in success and it’s not racist to say so. Instead of looking at IQ by race, we may also compare average IQ by country with the highest average IQ found in Asia where the top five are located: Hong Kong #1; South Korea #2; Japan #3; Taiwan #4, and Singapore #5. Those who argue that IQ tests are flawed because they were created by Caucasians in Europe/the United States, take note of the top five.
The United States is ranked #19 [tied with Hungry, Poland, Spain, Austria, Denmark, France, Mongolia, and Norway] with an average IQ of 98 and Finland is #25 with an average IQ of 97.
The ten countries with the lowest average IQ are all in Africa. Equatorial Guinea is the lowest with an average of 59. (Statistic Brain.com and Nation Master.com)
Using IQ as an indication of the odds of success may be measured from other comparisons besides race.
First—Let’s look at income (World Top Incomes Database; Real U.S. 2010 dollars):
Psychology Today.com reports, The average IQ of individuals in the top 1% who earned $857,477 was 137. The next level was the top .1% with an average income of $3,693,111 and an average IQ of 149. Then we have the top .01% earning on average $16,267,243 with an average IQ of 160.
The other 99 percent with an annual income range of $0 to $335,869 had IQ’s—on average—that ranged from 60 to 136.
Second—a few examples of the average IQ of college majors:
The average IQ of a Physics and Astronomy major was 133; Mathematics Sciences 130; Engineering 126; Chemistry 124; Humanities & Arts 120; Agriculture 115; Health and Medical Sciences 111; Education 110, and Social Work 103. For the complete list, I suggest you click on Statistics Brain.com.
Third—Number of billionaires by continent in US dollars:
Africa has 13 (population of 995 million—1 for every 76.5 million people)
Asia 412 (4.14 billion—1 for every 10.048 million)
Europe 390 (739 million—1 for every 1.89 million)
North America 486 (529 million—1 for every 1.088 million)
South America 51 (386 million—1 for every 7.56 million)
Four— Poverty and low IQ:
Ascd.org says, “The effect of environment on the IQ of young children can be significant, particularly for children living in poverty. As the influence of poverty decreases, the importance of environmental conditions as a limiting factor on intelligence also decreases. By addressing the environmental issues created by poverty, it may be possible to weaken the link between low socioeconomic status and poor student performance on IQ (and other) tests.”
“A childhood spent in poverty often sets the stage for a lifetime of setbacks. Secure attachments and stable environments, so vitally important to the social and emotional development of young children, are often denied to our neediest kids. These children experience more stress due to loneliness, aggression, isolation, and deviance in their peer relationships, and they are more likely to describe feeling deprived, embarrassed, picked on, or bullied. As a result, they more often face future struggles in marital and other relationships.” (Ascd.org says)
Psycnet.apa.org says, “It is posited that low IQ children may be likely to engage in delinquent behavior because their poor verbal abilities limit their opportunities to obtain rewards in the school environment.”
Leading from the Sandbox.com says, “Signs of poor EQ include the inability to listen to others, defensiveness, unawareness of how we come across, lack of sensitivity to others’ feelings, an inability to deal constructively with conflict, a drive to control others, narcissism, and the need to have our own way.”
Conclusion: The evidence suggests that average to high IQ—when a child lives in a middle income or higher environment with stable parents—does have a vital role to play in later success, but IQ by itself isn’t enough to predict outcomes.
It is also possible, but rare, for a child to escape poverty as an adult. The odds are also against children with IQ’s lower than average.
In the end—no matter the IQ; SQ; EQ or LDs—parent involvement is the key that overcomes almost all obstacles to a child’s education. A key study in the UK says:” Overall, research has consistently shown that parental involvement in children’s education does make a positive difference to pupils’ achievement.” (nationalarchives.gov.uk)
Based on 49 studies, It is noted that the bulk of the research finds that a positive learning environment at home has a powerful impact on student achievement. The second approach is illustrated by Rhoda Becher’s extensive review of parent education literature, which finds numerous studies documenting effects of school-based programs that train low-income parents to work with their children. Effects include significantly improved language skills, test performance, and school behavior, as well as important effects on the general educational process. The third approach is illustrated by studies of community involvement which suggest that the degree of parent and community interest in high quality education is the critical factor in the impact of the school environment on the achievement and educational aspirations of students. (eric.ed.gov)
When the parents are not part of the learning process; are dysfunctional and/or abusive, the odds are against success no matter what teachers do in the classroom.
_______________________
Lloyd Lofthouse is a former U.S. Marine and Vietnam Veteran.
His latest novel is the award winning Running with the Enemy. Blamed for a crime he did not commit while serving in Vietnam, his country considers him a traitor. Ethan Card is a loyal U.S. Marine desperate to prove his innocence or he will never go home again.
And the woman he loves and wants to save was trained to kill Americans.
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This poem was inspired by a teenager who never did homework and often distracted the other students while he avoided doing the class work—he was a want-to-be comedian, who seldom made it through class without being sent to the office. Most teachers eventually struggle with one or more adult children like him, because they are biological adults. They are only children because the law says so.
There was no warning.
“What’s it like to have sex with an Elephant?” the adolescent asked.
He didn’t even raise his hand.
That’s what the want-to-be elephant fornicator said In an English class with thirty-four silent, stunned expressions.
His face was pale and bloated, Old and mindless But very much in charge of chaos.
What’s a teacher to do While teaching the use of commas? The solution Was an hour’s work Writing the referral followed By after school phone calls Sherlock style to find the illusive mother, Who said, “My son has no problems With his other teachers So what are you doing wrong? He said you’re mean to him!”
When I called the want-to-be elephant fornicator’s Other teachers and read the comments In the permanent file, The truth reveled itself Like a colorful, crazy Picasso painting.
The want-to-be elephant fornicator was in trouble in every class.
The mother lied, the fabricating caregiver who rocked his cradle.
Since I was so mean to the this teenager Administration moved the want-to-be elephant fornicator To another class where he terrorized that teacher While basking in the laughter of his peers
With this want-to-be ‘elephant fornicator’ It was a game Called musical classrooms.
It wouldn’t surprise me if One day he hosted the Tonight Show or was elected to Congress.
If I could have found an elephant for this loony Kafkaesque comedian, I would have. He must be thirty now, and I wonder what he has done with his life. Is he in prison for shooting up an elementary school, or is he the CEO of a billion dollar corporation funding the war against America’s public schools, or is he homeless?
Does it matter?
In today’s corporate war against the democratic, transparent, non-profit public schools in the United States—a country with the highest childhood poverty rate in the developed world—there are children just like this boy taking those annual standardized tests that are being used across the country to rank-and-fire teachers and close public schools so the corporate reformers can open opaque, for-profit, not-democratic, corporate Charters often riddled with fraud and mostly worse or equal to the public schools they are replacing.
In addition, consider this: The Washington Post reported,Major charter researcher causes stir with comments about market-based school reform. And from Business Insider, 4 Reasons Finland’s Schools are Better:
Finnish students only take one standardized test during their entire primary and secondary schooling (k-12), and it’s not a mandatory test used to rank teachers and close public schools.
More time for play. Finnish students spend 2.8 hours a week on homework. This contrasts noticeably from the 6.1 hours American students spend per week—that is if the American students are doing the homework. For instance, many of the children I taught for thirty years in the poverty-plagued public schools where I worked seldom if ever did the homework that was assigned. Too many also didn’t do much classwork. But today, the corporate reformers would blame me for what those children, like the boy in my poem, refused to do.
College is free. In Finland, not only are bachelor degree programs completely free of tuition fees, so are master and doctoral programs. This contrasts greatly with the US, where the average student loan debt now approaches $30,000, and the total student debt is more than $1 Trillion. Who profits from this?
In Finland, public school teachers are treated like professors at universities, and they teach fewer hours during the day than US teachers, with more time devoted to lesson planning. They also get paid slightly more in Finland. The average teacher in the US makes about $41,000 a year, compared to $43,000 in Finland. And while teachers in the US make less money than many other countries, the OECD found that they work the longest hours of all.
You see, corporate education reform in the United States is all about making money—PROFIT comes first—and has nothing to do with improving education or dealing with children who think out loud in a classroom about having sex with elephants, and this explains why the Chicago Tribune reported Expulsion rate higher at charter schools. In fact, those expulsion rates are more than TWELVE times higher than the public schools.
Where do you think those children go when they are kicked out of a profit-motivated corporate charter school—to prison or back to a public school or maybe both? After all, the United States has the largest prison population in the world and even Communist China, with more than four times the population, is in a distant second place. The U.S. has almost 700 people locked up for every 100,000 compared to 119 per 100,000 in China—that the U.S. media constantly reminds us is a totalitarian state that limits the freedom of its people, without mentioning that China isn’t throwing that many of its people in prison compared to the United States. – Prison Studies.org
_______________________
Lloyd Lofthouse is a former U.S. Marine and Vietnam Veteran,
who taught in the public schools for thirty years (1975 – 2005).
Lofthouse’s first novel was the award winning historical fiction My Splendid Concubine [3rd edition]. His second novel was the award winning thriller Running with the Enemy. His short story A Night at the “Well of Purity” was named a finalist of the 2007 Chicago Literary Awards. His wife is Anchee Min, the international, best-selling, award winning author of Red Azalea, a New York Times Notable Book of the Year (1992).
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Study after study show that the “average” American parent talks to his or her child less than five minutes a day and that 80% of parents never attend a parent-teacher conferences during the thirteen years his or her child is in school.
The “No Child Left Behind Act” became law in 2001 and it was ignorance personified since nowhere in the Act were parents or students held responsible for anything.
Two presidents have pandered to the popular myth that bad teachers are the reason so many of America’s children are not learning what they should in school. George W. Bush was the first president and then there is Obama.
I’m writing this as a protest about Obama’s words concerning underperforming schools that should fire teachers. When schools do not perform, politicians have always looked for scapegoats and teachers make good targets.
Yes, there are poor teachers but no more than any profession. Most are hard working and dedicated. I should know. I taught for thirty years and my weeks were often one hundred hours of work, because I often worked at home correcting papers or planning lessons.
This reaction to fire teachers when students do not learn is wrong. Why not punish the students and the parents instead?
When I was a child and educators said I would never learn to read or write due to severe dyslexia, my mother taught me to read at home. Both of my parents were avid readers, and my parents were my role models—not my teachers.
Studies and statistics show that the “average” American child spends about 10 hours a day either having fun watching TV or playing video games or social networking on Facebook or sending endless text messages with a mobile phone.
The high school I taught at in Southern California for many years has a low state ranking and was one of those underperforming schools and still is five years after I retired.
One year, there was a story in the news about the school’s scores going down and one of my students with a failing grade mentioned this in class, which caused others to laugh with looks on their faces that said it was a teacher’s fault.
I said, “Walnut Valley High School has a state ranking that is a nine out of ten and our school is a three. If we swapped students from Nogales to Walnut and did not move the teachers, that ranking would go with the students and Nogales would have a nine and Walnut a three.
“The score comes from the students—not the teachers. You started kindergarten in a different school. After seven years, you went to an Intermediate school. By the time you walked through my classroom door, you had been in school ten years and probably had fifty different teachers.”
They stopped laughing.
At the time, half the students I taught were failing my classes. The reason they were failing is that they didn’t read at home, do the homework or study for tests. I should know. I’m the one who recorded all those zeroes in the grade book.
I’m the one that called or attempted to call parents to get them involved.Then when students fail, Washington D.C. blames and punishes teachers.
Associated Content said in 2006, “Every day, as many as 77 percent of American youth are labeled by special definition: Latchkey Kids.”
In the US, a latchkey kid is one that leaves school in the afternoon to go to an empty house because the parent or parents are working. If no parent is home, who is guiding the child?
It didn’t help that I made more phone calls to parents than any other teacher on campus.
It didn’t help that I stayed in my classroom at lunch and at least an hour after school to help kids who wanted extra help, but none of my English students ever took advantage of that help and we couldn’t make them.
However, I was there year after year. Every day I reminded my students that I would be there. There was a sign posted on the wall as a reminder, and it was placed near the door where no one could miss it.
At lunch and after school, I often sat in an empty classroom but I didn’t waste my time. I used that time to correct the student work that had been turned in.
By the time I left teaching after thirty years, less than five percent of my students were doing the homework and it didn’t matter how many phone calls I made to parents.
It was obvious that most of the kids I taught did not have the types of parents I had. Many of the parents of my students didn’t speak English and were illiterate, so books were not important and children learn from their parents’ lack of interest.
It is obvious that President Obama’s mother and grandparents were great role models that made a big difference in his education. Why can’t he see that?
That fact that Obama is as blind as Bush was, is because it was probably a teacher’s fault.
Lloyd Lofthouse is the award-winning author of the concubine saga, My Splendid Concubine & Our Hart. When you love a Chinese woman, you marry her family and culture too.
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More than twenty years ago, I attended a lecture at one of the Claremont Colleges. I do not recall the speaker’s name but he was a successful journalist that wrote for major publications such as The New York Times and the Wall Street Journal.
He had published a memoir of raising his normal, above average daughter and a younger son with an IQ of eighty. The lecture was about how his wife and he raised the son to graduate with honors from high school and be accepted to Harvard where he earned a degree in engineering.
I wish I could remember this journalist’s name and the title of his memoir, but it has been too long. However, I have not forgotten his story. If anyone reading this post knows the title of the memoir, please tell me in a comment.
When this journalist’s son was old enough to start school at age six, the parents agonized over how to raise him so he could live a normal life and compete for jobs in the marketplace as an adult.
Job hunting and earning a living is not without its challenges and competition (on July 6, 2012, The Bureau of Labor Statistics reported 12.7 million Americans were unemployed, while the number of Americans living in poverty was more than 47 million and many go hungry daily).
For the journalist’s family, to achieve their goals as responsible parents, it was decided to retire the family television to the garage and read books every night with a family hour before bedtime to discuss what each family member read.
Twelve years later, the son with the eighty IQ earned a perfect score on the SAT and the high school principal claimed he had to have cheated. The father argued that his son had not cheated, so the school made the son take the SAT again in a room without any other students, and he was monitored by three staff members. The son earned a second perfect SAT score. Soon after that, the son was accepted to Harvard
The post is worth reading—specially the comments. However, the problem is not kids—it’s parents.
In fact, I read one comment from the Headless Coffee Guy that said, “Hey, I hope my daughter will grow up to be a super genius who will find the unified theory in physics, solve world hunger, save the whales, and write her first symphony at 4. … But alas, I think ultimately, it’s really not up to the parent to decide what their child wants to be. We can only nurture and suggest, but it’s really up to the child to make up their own minds. All I really want for my daughter is to be happy.”
Is there anything wrong with Headless Coffee Guy’s concept of parenting as expressed in that previous quote?
When I read, “All I really want for my daughter is to be happy“—that was, in my opinion, a possible excuse to shirk responsibility.
There so much more to parenting than a parent wanting his or her child to only be happy.
What does happiness mean? I’m sure that most everyone would have a different answer. I have several answers depending on the circumstances. I’m happy when my monthly CalSTRS retirement payment is deposited in my bank account, watch a good movie, read a good book, eat a tasty meal, finish daily exercising, have no pain and especially when my wife is happy since that makes life better for me.
However, many today seem to think “happy” means you have to avoid being bored even if that includes not doing homework, classwork, reading or drinking water.
You might say, “What, drinking water?” Dr. Michael Dedekian, a pediatric endocrinologist at Maine Medical Center, says, “I have children who come to me, and they are being absolutely honest when they say, ‘I can’t drink water. It tastes disgusting to me.’ (They say) that water has become unpalatable.” Source: Minnesota Public Radio.org
Why?
The answer comes from Track Mom.com, who said, “Surveys have found that parents are major role models for their kids’ eating habits, even more so than their peers. … Almost one-third of the children surveyed drank soft drinks daily, and most drank ‘regular,’ not ‘diet,’ drinks. … Virtually all of the respondents liked or ‘strongly liked’ the taste of soft drinks.”
Like most parents, my wife and me wanted our daughter to be happy too. However, we felt it was more important that she be happier as an adult than a child and that meant making sacrifices.
Yes, my wife and me felt it was more important that our daughter be happier as an adult than during her childhood, which is why we left the TV off, no video games, no social networking (at least until her second year in high school), limited the number of school dances she attended, no mobile phone for personal use and focused on her reading books, doing homework, learning ballet, piano, how to change a flat tire, install a toilet, change a lock, install drywall, tile a floor, etc.
And last but not least, we never bought or drank any brand of soda. There was water and then there was water (sometimes there was fruit juice such as apple or orange juice).
Needless to say, many of our daughter’s peers in middle and high school felt sorry for her, because she wasn’t having as much fun as they were. However, our daughter graduated from high school with a 4.65 GPA and was accepted to Stanford University (the only student from her high schoolthat year) where she is starting her third year majoring in biology with goals to pursue a medical degree.
Contrary to popular opinion, she’s happy and loves to dance and play the piano and enjoys reading books. She has a boyfriend at Stanford she loves too and the two share many similar interests. She might want to be happy every waking moment and have loads of fun but she learned as a child that there is a difference between work, happiness, entertainment, bring bored and depression.
To achieve a better chance at adult happiness, her mother and me had to say no to many things leading to boring hours doing homework and studying in addition to reading books to fill the empty hours.
After all, according to the law in California (it varies by state ranging from age 14 to 18), one is a child until his or her eighteenth birthday. Then the child becomes an adult with a life expectancy of at least 84.9 years (on average) if he or she has a college education and earns an above average income. You see, education and income has a significant impact on health and a higher life expectancy and the average college graduate earns much more than a high-school dropout or high-school graduate.
Science Daily reported, “New findings from Harvard Medical School and Harvard University demonstrate that individuals with more than 12 years of education have significantly longer life expectancy than those who never went beyond high school. … Overall in the groups studied, as of 2000, better educated at age 25 could expect to live to age 82; for less educated, 75.”
In addition, The Economic Policy Institute discovered “While life expectancy has grown across the United States between 1980 and 2000, the degree to which people live longer has become increasingly connected to their socio-economic status.” The average life expectancy of the least well-off in 2000 was 74.7 years while it was 79.2 years for those that were most well off—meaning they had more money and usually a better education.
However, if left up to most children in the average family that does not live in poverty, happiness means not exercising, eating lots of sugary foods swallowed with gallons of sugary sodas, watching TV, listening to music, social networking, playing video games, hanging out with friends after school and on weekends, sending daily text messages by the dozens—and according to surveys and studies that is what the average child in America is doing ten hours a day.
Where are the parents?
Then there is this thing about parents blindly encouraging kids to follow their dreams without a realistic backup plan.
Kids are immature, lack knowledge and a sense of reality—at least those American children that are sheltered from the harsh realities of life and competition.
Therefore, many childish dreams are totally unrealistic, such as becoming President of the United States. My wife and me know a family where the oldest son, now a graduate student at Stanford University, dreams of becoming the governor of California one day, yet he hasn’t joined a political party yet.
Anyway, for children dreaming of becoming president of the United States, the odds are almost impossible. After all, there is only one position for that job and since April 30, 1789, when George Washington took the oath of office as the first President of the United States, there have only been forty-four presidents counting President Obama.
Then there is the requirement that one be at least 35 years of age to qualify. With 310 million Americans and two major political parties, competing to become the president of the United States is a long shot with a tough road to follow.
How about professional sports (another popular dream job)? Over the years, while I was still teaching, many of my high school students, mostly boys, told me that it was a waste of time for them to study because they were going to be pro athletes and did not need an education.
However, according to the Bureau of Labor Statistics (BLS), there are only 16,500 jobs in competitive sports and the median pay is $43,740. Most professional athletes do not earn tens of millions of dollars. Only a few earn that kind of money, but those few are all we hear about in the media. From 2010 – 2020, only 3,600 new positions will open up in pro sports or 360 a year (on average). The competition to land one of these positions in pro sports is fierce but not as fierce as president of the US.
How many plumbers are there in the United States? According to the BLS, in 2010, there were 419,000 plumbers, pipefitters and steamfitters working in the US with medium annual pay of $46,660 per year. Plumbers, pipefitters, and steamfitters install and repair pipes that carry water, steam, air, or other liquids or gases to and in businesses, homes, and factories.
Using the BLS Website, we may quickly discover that the number of jobs held by accountants in 2010 was 1,216,900 and there would be 190,700 new jobs coming available between 2010-20 or about 19,000 a year, while the average medium pay for actors (another popular dream job) is $17.44 per hour with new openings numbering 260 per year (on average)—a ratio of 73 accountants to each actor.
I read once that about 40,000 aspiring actors flood into Hollywood each year to compete for those 260 potential positions that pay $17.44 per hour (on average).
Another popular dream job, mostly for girls, is to become a fashion model. According to the BLS, the annual medium pay in 2010 was $32,920 with about 200 openings per year (on average). On the other hand , median pay for barbers, hairdressers and cosmetologists (beauticians) is $22,500 per year and there are 10,000 new positions opening annually (on average)—a ratio of 50 barbers or hairdressers for each fashion model.
My son, who is currently in his thirties, refused to have a backup plan. Last I heard he was a waiter/bartender. The median pay for waiters/bartenders is $18,130/18,680 annually. He wanted to be an actor/singer.
I was a public school teacher for thirty years and the median pay in 2010 was $53,230. In 2004-2005, my last year in the classroom, I earned more than $80,000. There are 3,380,000 teachers working in the US public schools. Teaching was my back up plan. My dream was to become an author and there are about 145,900 working writers and authors in the United States and the median pay in 2010 was $55,420—a ratio of 23 teachers for each writer/author.
The odds favored teaching.
Just because you can dream, that does not guarantee that the dream will come true. I never gave up on my dream and after I retired from teaching in 2005, my dream became reality in 2008 with the first of three novels of “The Concubine Saga”. My dream was born in 1968 and became reality in 2008—it took forty years.
I’m glad I had a backup plan.
However, I can still hear the average American parent telling his or her child how proud they are that he or she is going to be president of the United States or a famous pro athlete, or actor, or fashion model one day, and then the TV is turned on to watch a popular reality show such as American Idol where the odds of winning are sixty-thousand to one but no one tells us that.
The UK’s Telegraph reports, “Formal schooling should be delayed until the age of six or seven because early education is causing profound damage to children, an influential lobby of almost 130 experts warns.”
Why do I disagree with these so-called experts?
The last time fools [my opinion]—like these—sparked a revolution in raising children, it led to the average American parent boosting a false sense of self-esteem in his or her children raising a generation of narcissists and/or sociopaths as recent studies have pointed out.
I’m sure some of these so-called experts will argue that in Finland children start school at age seven, and Finland has one of the most successful public school systems in the world.
But what you will probably not hear is that most parents in Finland start teaching their children a love of reading as early as age three—at home; are very supportive of education and teachers and that Finland’s teachers, who are in charge in the classroom, belong to a very strong teachers union.
Parents in Finland do not wait for teachers to do their job for them—a job made difficult for teachers in the United States where many children who have not been exposed to books at an early age have no love of reading when they enter the classroom for the first time [at any age].
Why can’t America just copy what Finland does in its public education system?
Because Finland’s population of 5.2 million is almost 100% white and 79% belong to the same religion, the Lutheran Church—and I’m sure that this has something to do with family values being similar and not as diverse as in the United States. [Note: In America there are more than 310 different religions and denominations and almost 30 million do not belong to any religion]
For a fair comparison of Finland to the United States [with a population of 316.7 million], we should turn to Wisconsin where the population is 88.2% white.
Why did I pick Wisconsin? Because its on-time high school graduation rate is 90.7% compared to the national average of 77.9%.
There are also other states that compare to Finland. For a few examples:
Vermont’s population is 95.4% white and it has an on-time high school graduation rate of 89.6%.
Minnesota is 86.5% white and it has an on-time high school graduation rate of 87.4%
North Dakota is 90.1% white, and it also has an on-time high school graduation rate of 87.4%
Iowa is 92.8% white and it has an on-time high school graduation rate of 85.7%
Now let’s look at the state with the lowest on-time high school graduation rate in America—Nevada has a white population of 77.1% [below the national average of 77.9%]. Hispanics/Latinos make up 27.3% of Nevada’s population and 8.9% are Black or African American. And Nevada’s on-time high school graduation rate was 56.3%. Source: America’s Health Rankings.org
How about comparing the on-time high school graduation rate by race for the entire United States?
Comparing the on-time high school graduation rate by race for the entire United States shows a truth many may not want to admit. And before you blame it on racism and discrimination consider that Asian-Americans are a minority with a history of brutal discrimination in the United States, but that discrimination has not held them back from achieving academic success.
The Asian-American on-time high school graduation rate was 93.5% in 2010 [Source: Bloomberg.com]
For Whites: 83%
Hispanics: 71.4%
Blacks: 66.1%
Next, a look at the Hispanic/Latino culture:
If we look closer it is easy to discover the cultural differences between the average family values of Hispanic and Blacks in America when it comes to literacy and education, and it has nothing to do with racism or discrimination.
Only parents can make sure that the TV is turned off and homework gets done.
For example, Inside Schools.org reports that Mexican youth have the highest dropout rate in New York City. “Mexicans are both the fastest growing and youngest major ethnic group in New York City, with nearly half under the age of 25. Yet only 37 percent of the city’s Mexican population, ages 16-24, are enrolled in school…”
Why the high dropout rate among Mexican students in NYC? All we have to do is look at Mexico for a powerful example that demonstrates how the average family values an education in this culture. “High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Mexico, 36% of adults aged 25-64 have earned the equivalent of a high-school degree, much lower than the OECD average of 74%.” Source: oecd better life index.org
Regarding Latin America and the Caribbean, usaid.gov says, “By the time these students reach the 6th grade, 20% will still be functionally illiterate. … Many factors contribute to the low literacy rates, but primarily disorganized schools and poorly trained teachers. … When children cannot read, it limits their ability to learn other subjects such as math or science and also impacts their ability to participate in society in the long run.”
If people are not taught to value education in their home countries before they immigrate to the United States, why should that attitude change after they arrive in America?
What factors in America’s Black community/subculture play an important role that makes it difficult to achieve functional literacy?
Single Parent Households by race [Source: Kids Count.org]
Black: 67%
American Indian: 53%
Hispanic or Latino: 42%
White: 25%
Asian or Pacific Islander: 17%
The National Center for Fair and Open Testing says, “The powerful impact of poverty on literacy development has been well documented. Children of poverty, in addition to the obvious problems they face, have very little access to reading material ; they have fewer books in the home, inferior public libraries, inferior school libraries, and inferior classroom libraries, (e.g. Duke, 2000; Neuman and Celano, 2001). This means, of course, that they have fewer opportunities to read, and therefore make less progress in developing literacy.”
“Children from broken families [meaning one-parent families. I understand from my research that the term broken families is not politically correct in the United States at this time] are nearly five times more likely to suffer damaging mental troubles than those whose parents stay together, Government research has found. It also showed that two parents are much better than one if children are to avoid slipping into emotional distress and anti-social behaviour. The findings say that children’s family backgrounds are as important—if not more so—than whether their home is poor, workless, has bad health, or has no one with any educational qualifications.” Source: Daily Mail.co.uk
America is a complex multicultural, multiracial country with the world’s third largest population behind China and India. Finland doesn’t compare.
If you are still not convinced, then let’s look at literacy levels by race in the United States There are four literacy levels: below basic, basic, intermediate and proficient. We are going to compare Intermediate and proficient—the two highest literacy levels—by race.
Sixty-eight percent of whites read at the two higher literacy levels; 54% of Asians; 33% Blacks, and 27% Hispanics. Source: National Center for Education Statistics at nces.ed.gov
TheNational Association for the Education of Young Children [naeyc.org] says, “Children take their first critical steps toward learning to read and write very early in life. … But the ability to read and write does not develop naturally, without careful planning and instruction. Children need regular and active interactions with print. …
“The single most important activity for building these under- standings and skills essential for reading success appears to be reading aloud to children (Wells 1985; Bus, Van Ijzendoorn, & Pellegrini 1995). High-quality book reading occurs when children feel emotionally secure (Bus & Van Ijzendoorn 1995; Bus et al. 1997) and are active participants in reading (Whitehurst et al. 1994).”
In addition, naeyc.org says that parents and family members should read daily [in front of and with their children]; read to children and encourage them to read to you; encourage children to use and enjoy print for many purposes; continue to support children’s learning and interest by visiting the library and bookstores with them on a regular basis.
This latest nonsense that children should just have fun and play to age seven before starting school and then start learning to read is a recipe for a disaster of biblical proportions. Learning to love reading [and books] should be a fun activity that starts in the home at an early age as it does in Finland.
However, because the evidence suggests that too many American parents—especially among Blacks and Hispanics—do not make reading/literacy important at home; early education programs that start at a young age and focus on literacy must not be abandoned.
Another way to look at this issue is to study the family values of Black and Hispanic/Latino students who are successful in school and are reading at or above grade level. What is the difference between successful families and those who are not succeeding?
I’m sure we don’t need a study to answer that question.
_______________________
Lloyd Lofthouse is a former U.S. Marine and Vietnam Veteran who taught in the public schools for thirty years.
His latest novel is the award winning Running with the Enemy. Blamed for a crime he did not commit while serving in Vietnam, his country considers him a traitor. Ethan Card is a loyal U.S. Marine desperate to prove his innocence or he will never go home again.
And the woman he loves and wants to save was trained to kill Americans.
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To discover the answer, I turned to the top eight ranked countries on the 2012 International PISA Test. To come up with the top eight, I dropped China from the list because Shanghai, Hong Kong and Macao do not represent all of China’s 15 or 16 year old children. I’ve also dropped Liechtenstein and Estonia, because it’s ridiculous to compare the United States—with more than 316 million people and almost 50 million children in its public schools—to Liechtenstein with a total population that’s less than 37 thousand and Estonia with about 1.3 million.
To repeat, the United States has almost 50 million children attending K–12, 4 million teachers, and 1 in 4 children live in poverty—the United States is much more diverse and has challenges the top ranked countries don’t have to deal with. Liechtenstein, for instance, has one of the highest standards of living in the world with one of Europe’s most affluent communities. Estonia has 589 schools and compulsory education only goes to 9th grade.
Fair Test.org reports “The U.S. is the only economically advanced nation to rely heavily on multiple-choice tests (But Pearson is working hard to change that and add more countries. To learn more, I suggest you read No profit left behind). Other nations use performance-based assessment to evaluate students on the basis of real work such as essays, projects and activities. Ironically, because these nations do not focus on teaching to multiple-choice and short-answer tests, they score higher on international exams.”
Truth Out.org reports, “Among the most prominent members of the testocracy are some of the wealthiest people the world has ever known. Its tsars include billionaires Bill Gates, Eli Broad, and members of the Walton family (the owners of Walmart), who have used their wealth to circumvent democratic processes and impose test-and-punish policies in public education. They fund a myriad of organizations—such as Michelle Rhee’s StudentsFirst, Teach for America, and Stand for Children—that serve as shock troops to enforce the implantation of high-stakes testing and corporate education reform in states and cities across the nation.”
I also think it’s important to compare the racial diversity and total population of the United States with the eight top ranked PISA countries. It is also worth noting that children represent more than one-third of the 46.5 million Americans who live in poverty. In addition, blacks and Hispanics are more likely than whites to be poor and to be in poverty and deep poverty (For instance, only 10% of Whites live in poverty compared to 27% of Blacks and 24% of Hispanic/Latino – The Henry J. Kaiser Family Foundation). The poverty rate (the percentage of all people in the United States who were poor) also remained at high levels: 15.1% for all Americans and 21.8% for children under age 18.
77.7% of Americans are White – 248 million
17.1% Hispanic or Latino – 54.5 million
13.2% or Black – 42 million
5.3% are Asian – 16.8 million
1.2% are American Indian and Alaska Native – 3.8 million
Singapore – 5.4 million and 26% or 1.4 million live below poverty line compared to 46.5 million in the United States or 861% of the total population of Singapore. BBC.com reports, that in Singapore everyone is provided an education, health care and public housing if they can’t afford their own. What they pay for housing is based on what they earn. If one compares the poor in Singapore to those in countries such as India and China, or even the homeless in the US, it is indeed true that the situation here is not as dire. ”Singapore has an extensive social safety net,” said a ministry spokesman. ”Singaporeans enjoy subsidized housing, healthcare and education.”
77% Chinese
14.8% Malays
7% Indians
1.2% Other
Taiwan – 23.34 million and 1.16% or 27 thousand live below the poverty line compared to 46.5 million in the United States or 199.2% of the total population of Taiwan.
84% Taiwanese (including Hakka)
14% mainland Chinese
2% indigenous
South Korea – 50.22 million and 15% or 7.53 million live below the poverty line compared to 46.5 million in the United States or 92% of the population of South Korea.
Koreans except for 20,000 Chinese
Japan – 127.3 million and 16% or 20.3 million live below the poverty line compared to 46.5 million in the United State or 36.5% of the total population of Japan.
95% Japanese
5% foreign citizens
Switzerland – 8 million, but only 1.93 million are permanent residents (23.8% of the total population), and 6.9% (not sure if this is based on permanent or total) live below the poverty line compared to 46.5 million in the United States or 581.25% of the total population of Switzerland.
Netherlands – 16.8 million and 10.5% or 1.764 million live below the poverty line compared to 46.5 million in the United States or 277.78% of the total population of the Netherlands.
78.5% Dutch
5% EU
2.2% Indonesian
2.3% Turkish
2% Surinamese
2% Moroccan
6% other
Finland – 5.4 million. Finland has one of the lowest poverty rates in the world compared to 46.5 million in the United States or 861% the total population of Finland.
89.33% Finish
5.34% Swedish
5.33% Other Ethnic groups
Canada – 35.1 million and 9.4% or 3.3 million live below the poverty line compared to 46.5 million in the United States or 132.5% the total population of Canada.
86% White (European Canadian)
8% Aboriginal
5% East Asian
4% South Asian
2% Black
4% Southeast Asian
9% Other
After eliminating China, Liechtenstein and Estonia, from the 2012 International PISA Test ranking, Singapore became #1, Chinese Taipei #2, South Korea #3, Japan #4, Switzerland #5, the Netherlands #6, Finland #7, and Canada #8
There are about 25,000 teachers in its primary and secondary schools.
Edutopia.org reports “Teaching is a highly respected and well-compensated profession in Singapore. All teachers are trained at the country’s National Institute of Education (NIE) (one training program). All new teachers are paired with experienced teachers for mentoring, and peer feedback is built into the schedule. Teachers are entitled to 100 low or no-cost hours of professional development each year. There are approximately 522,000 students attending about 350 schools in Singapore’s education system.
There are more than 300 thousand teachers who teach in preschool, primary school, junior high school, and senior high school (teaching about 4 million students). The teachers are trained in universities of education with teacher training programs or centers. These institutions are also responsible for providing in-service training and guidance forlocal education practitioners.
Teaching is a highly respected profession in South Korea, and among the most popular career choices for young South Koreans. This is largely due to competitive pay, job stability, and good working conditions – for example, there is a high degree of collaboration among teachers. Elementary teachers must attend one of 13 institutions to become qualified whereas secondary school teachers have multiple pathways into teaching and often attend comprehensive universities. Teachers are paid well in South Korea. Lower secondary teachers can expect a mid-career salary of $52,699, much higher than the OECD average of $41,701. There are about 7 million K-12 students in South Korea.
In Japan, teaching is a respected profession, and teachers have traditionally been paid better than other civil servants. Japan’s average teacher salary for a lower secondary school teacher after 15 years of service (the number that the OECD typically uses for international comparison) is $49,408, as compared to the OECD average of $41,701. The teaching profession in Japan is also highly selective, at both the program admission and the hiring phase. About 14% of applicants are admitted into schools of education, and of those who graduate, only 30-40% find work in public schools.Eric Digests.org reports, “Many Japanese believe that the examination system is too stressful, that the schools are too rigid and don’t meet the needs of individual students, that contemporary students show little interest in studying, and that the educational system needs to produce more creative and flexible citizens for the twenty-first century.”
Stanford.edu says, “In 2002 the Ministry of Education began to implement educational reforms that officials labeled the most significant since the end of World War II. In an attempt to stimulate students to be independent and self-directed learners, one third of the content of the national curriculum was eliminated. Japanese students in grades 3-9 are now required to take Integrated Studies classes in which they and their teachers jointly plan projects, field trips, and other ‘hands-on’ activities. Students in Integrated Studies learn about their local environment, history, and economy. … and teachers are not allowed to give tests on what students have learned.”
The goal is to impart adequate knowledge and competence for educating and teaching pupils and students at the various educational levels, as well as children and adolescents with special needs. Teacher education and training is realized within a two-tier model with Bachelor’s and Master’s degree programs.
During the 2008/09 school year there were 1.266 million students in the K-12 Swiss educational system, who were taught by more than 100,000 teachers.
ButSusan Ohanian.org reports teachers in Germany, Austria and Switzerland are seeing their school ranked by the Bertelsmann Foundation (using achievement tests) comparing the school of all districts with each other—the teachers are protesting and fighting back. Because compulsory achievement tests are planned in all three countries, they are wary of school rankings that lead to a “senseless competition” among schools.
In 1917, private and public schools were given equivalent financial status under the Constitution. As a result, the Netherlands is in the unique situation, compared with the rest of the world, of having 70 percent of its schools administered and governed by private school boards. The Constitution thus guarantees “freedom of education”, which embrace the freedom to set up schools, freedom to determine the principles on which they are based (freedom of conviction) and freedom of organization of teaching.
State University.com reports,There is an extensive amount of parental involvement in Dutch schools. … In addition, many schools also have a separate parents’ council or committee.
Teacher training in the Netherlands continues to undergo an overhaul. In 2008, the government, following the recommendations of an advisory council, formulated an action plan to tackle the teacher shortage and improve the position and quality of teachers. Given the high performance of its students and its teacher salaries, which, at $60,174 for a mid-career lower secondary school teacher far outpace the OECD average of $41,701, there is still a teacher shortage in the Netherlands due primarily to the aging teacher workforce.
The 2008 TALIS survey of Dutch teachers revealed thatthe majority of teachers participate in informal, rather than formal, professional development. This generally takes the form of informal mentorships and conversations, courses and workshops and reading professional literature. … Part of the government’s action plan is the creation of a stronger professional organization for teachers that will be able to evaluate teachers and provide teacher training grants.
There are 596,000 children in the k-12 compulsory education system.There are only 24 private comprehensive schools in Finland (0.5%). – ncee.org
Education has always been an integral part of Finnish culture and society, and teachers currently enjoy great respect and trust in Finland. Finns regard teaching as a noble, prestigious profession—akin to medicine, law, or economics— and one driven by moral purpose rather than material interests. Teachers also are the main reason Finland now leads the international pack in literacy, science, and math.
Over 5.11 million students were enrolled in public schools in 2007/08. The full-time teaching force at primary and secondary level is around 310,000. About 5.6% of students are in private schools. Private schools have historically been less common on the Canadian Prairies and were often forbidden under municipal and provincial statutes enacted to provide equality of education to students regardless of family income.
Teacher training programs are housed in Canadian universities, although separate standards for teacher qualification exist across the provinces. There are only about 50 teacher education programs in Canada, so it is easy for provincial governments to regulate quality.
For professional development, all Canadian provincial Ministries of Education support and require ongoing teacher training efforts though, like nearly everything else in the Canadian education system, this is decentralized and subject to different requirements depending on location.
The United States
First, the U.S. has 1,206 schools, colleges and departments of education that trains teachers, and they exist in 78% of all universities and colleges. There is no standard method of how teachers are trained as there are in most of the top 8 countries.
It’s also worth mentioning again that Fair Test.orgreports “The U.S. is the only economically advanced nation to rely heavily on multiple-choice tests. Other nations use performance-based assessment to evaluate students on the basis of real work such as essays, projects and activities. Ironically, because these nations do not focus on teaching to multiple-choice and short-answer tests, they score higher on international exams.”
Unlike most countries that rank high on the International PISA test, teacher training in the United States is all over the place from TFA (Teach for America)—that’s probably the worst teacher training program in the country if not the world— with a few weeks of lecture/study and little or no actual experience working with children in addition to little/no follow up support.
Let’s compare TFA to the highest rated teacher training program in the United States: a yearlong residency where teachers work full time in a master teacher’s classroom for one full school year that includes follow up support after they start teaching their own students, and this seems more in line with what most of the eight highest ranked countries train and support teachers.
The AUSL Chicago Teacher Residency is a year-long urban teacher training program in Chicago’s Public Schools. This intensive 12-month, full-time, paid training program combines teacher preparation, certification, and a Master’s degree to give Residents the tools they need to dramatically improve student achievement in Chicago’s Public Schools.
In the United States, about nine out of ten (91 percent) of teachers agree that “successful completion of a teacher preparation program” and that “evaluation by an administrator that includes direct classroom observation” would be good measurements to use in determining teacher qualification.”
If you haven’t figured it yet what’s missing in the United States, I’ll tell you. The main ingredients that are missing are respect and support. In the United States, teachers have been scapegoated and blamed for just about everything for decades, and teachers get little to no support unless it is from other teachers.
In addition, based on survey responses, 53 percent of (U.S.) public schools need to spend money on repairs, renovations, and modernizations to put the school’s onsite buildings in good overall condition. The total amount needed was estimated to be approximately $197 billion, and the average dollar amount for schools needing to spend money was about $4.5 million per school. – nces.ed.gov
A few last thoughts: The top eight highest ranked countries on the 2012 PISA test have almost 36.5 million people living below the poverty line compared to 46.5 million in the United States. In addition, a January 15, 2013 Stanford Report revealed, “There is an achievement gap between more and less disadvantaged students in every country; surprisingly, that gap is smaller in the United States than in similar post-industrial countries, and not much larger than in the very highest scoring countries.
“Achievement of U.S. disadvantaged students has been rising rapidly over time, while achievement of disadvantaged students in countries to which the United States is frequently unfavorably compared – Canada, Finland and Korea, for example – has been falling rapidly.”
_______________________
Lloyd Lofthouse is a former U.S. Marine and Vietnam Veteran,
who taught in the public schools for thirty years (1975 – 2005).
Lofthouse’s first novel was the award winning historical fiction My Splendid Concubine [3rd edition]. His second novel was the award winning thriller Running with the Enemy. His short story A Night at the “Well of Purity” was named a finalist of the 2007 Chicago Literary Awards. His wife is Anchee Min, the international, best-selling, award winning author of Red Azalea, a New York Times Notable Book of the Year (1992).
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Crazy Normal - the Classroom Exposé 