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Tag Archives: America’s public schools

Not Broken! – Part 5/5

You may want to skip this page if you prefer opinions without facts used as support (this is known as hot air or natural gas).  I tend to support my opinions, some say, with too many facts (what I consider to be six cups of coffee).

There are more comparisons we should look at, and the first is comparing literacy in America with its northern and southern neighbors in addition to the top-ten countries with the highest reported high-school graduation rates.

In fact, there is another measurement that may be more meaningful than a country’s reported high school graduation rate. That measurement is functional illiteracy.

The United States and many other countries claim high literacy rates because the definition of literacy says, “The adult literacy rate is the percentage of people age 15 and above who can, with understanding, read and write a short, simple statement on their everyday life.”

However, functional illiteracy means that reading and writing skills are inadequate “to manage daily living and employment tasks that require reading skills beyond a basic level.”

Functional illiteracy is contrasted with illiteracy in the strict sense, meaning the inability to read or write simple sentences in any language.

For example, my older brother, (died age 64 in 1999) graduated from high school in the United States in 1953 and was considered literate due to the definition of literacy, because he could write and read at a second grade level.  However, he was functionally illiterate and never read a newspaper, magazine or book in his life. In fact, he could not fill out an employment application.

Now, let’s cast serious doubt on comparing high school graduation rates in America with other countries.

According to the United Nations Human Development Report, the United Kingdom, that reported the highest secondary (high school) graduation rate in the world, has 21.8% of its adult population age 16 – 65 considered functionally illiterate.

Switzerland, in second place for high school graduation rates has a functional illiteracy rate among adults of 15.9%.

Norway, in third place, has a 7.9% functional illiteracy rate among adults.

I could find no information on functional illiteracy in South Korea, fourth place, and Japan, fifth place.

Italy, in sixth place for high school graduation rates, has a functional illiteracy rate of 46% among adults

Seventh place Ireland has a 22.6% functional illiteracy rate.

Eighth place Germany has a functional illiteracy rate is 14.4%

Ninth place Finland’s functional illiteracy rate is 10.4%

Tenth place Denmark’s functional illiteracy rate is 9.6%

America’s functional illiteracy rate was reported as 20% among adults.

However, for a better comparison with a similar culture that has similar values and similar problems, I looked north to Canada and discovered that among adults aged 16 to 65, about 42 per cent scored below Level 3 in prose literacy, which is considered the threshold needed for coping in society. Source: Vivele Canada

In addition, the CBC reported on Canada’s shame, saying that nearly 15 percent of Canadians can’t understand the writing on simple medicine labels such as on an Aspirin bottle and an additional 27% can’t figure out simple information like the warnings on a hazardous materials sheet.

For further proof that comparing high-school graduation rates between countries as a way to judge America’s public education system was and is wrong, in 2009, Canada’s high school graduation rate was reported as 78% but the country has a functionally illiterate adult population ages 16 – 65 of forty-two percent (more than twice that of the United States). Even comparing literacy rates is not a fair comparison between countries, for example, because in Finland most parents teach his or her child/children to read before they start school at age seven showing us that culture has a lot to do with literacy too.

However, in America studies show that 80% of parents never attend a parent-teacher conference.

What about Mexico—just south of the US.  According to Mexico’s 2010 census 93.7% of Mexican males aged 15 and older were literate compared to only 91.1% of females, but what about functional illiteracy?  Mexico comes close to Canada with 43.2% of its adult population aged 16 – 65 functionally illiterate as my brother was.

Compared to America’s closest neighbors, the public-education system in the US is doing a fantastic job. Is there room for improvement? Of course, but the overall evidence shows that America’s public schools do not deserve to be condemned as broken. Instead, the facts say that most of America’s public school teachers are doing the job they were hired to do while it is politicians that are telling them what to teach.

Another factor to consider is High School graduation rates by race/ethnicity in the United States

For the 2007-08 school year, 91.4% of Asian/Pacific Islanders graduated from high school (156,687); 81% of Whites (1,853,476); 64.2% of American Indian/Alaska Native (31.707); 63.5% of Hispanic (443,238), and 61.5% of Blacks (415,111). Source: U.S. Department of Education

Most schools have all five races/ethnicities represented in the same classrooms (the schools I taught in for thirty years did) with the same teachers. However, when the numbers are averaged, critics of public education blame the teachers.

When averaged, the graduation rate in 2008 was 74.9%, which makes the public schools seem to be earning a C while they are earning an A- for the Asian/Pacific Islanders and a B- for Whites.

Really? How can the same teacher be so successful with Asian/Pacific Islanders and Whites and not with the other ethnic groups?

This is the advise I told our daughter when she was in grade school: “The only excuse to fail and not learn in school is when students do not pay attention, ask questions, read, do homework, class work, etc.  There is no excuse. Even if the teacher is incompetent, a motivated student will still learn.” And she did.

In addition, the graduation rates increase when the GED is included with traditional high-school degrees. In 2009, the completion rates of 18-through 24-year-olds was: 88.3% white, 87.1% black, and 76.8% Hispanic. Source: U.S. Department of Education

If an Asian or White student is successful with a teacher, why can’t the Hispanic or Black student have the same success with the same teacher?  After all, the teacher is responsible to teach and the student is responsible to learn (or has this been forgotten).  If the teacher wasn’t doing his or her job, then the Asians and Whites should have graduation rates similar to Hispanics and Blacks.

Return to Not Broken! – Part 4 or start with Part 1

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Lloyd Lofthouse is the award-winning author of The Concubine Saga.

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Putting the Blame where it Belongs — Part 3/6

Students, teachers, parents, everybody can use these “new” rankings to improve education. A black or Latino student with a low API score can clearly see how he can improve his score. If he puts in more homework time, increases classroom participation, and strives to bring up this classroom test scores by studying and asking questions, he will move up.

This is how API scores should be evaluated, but we don’t because our society is deeply brainwashed to see everything in terms of race.

Those who create and blindly accept the current Academic Performance Index Growth by Student Group – 2010 Growth API Comparison are themselves racist and don’t even know it.

The Black or Latino student looking at this racial ranking clearly sees it is hopeless to even try! Racism like this keeps low achieving racial minorities suppressed which clearly must be the purpose of this modern day version of Jim Crow.

The challenge is to show who is involved in class participation (class work, academic discussions and asking questions), doing the homework, and studying for tests and quizzes.

This is easy to show and Part 4 will show everyone how this will be accomplished.

Continued on May 18, 2011 in Putting the Blame where it Belongs – Part 4 or return to Part 2

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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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