RECURRING QUESTIONS What are the goals of education? Who gets to define and prioritize those goals? How do some goals conflict with others?

RECURRING QUESTIONS Can improving education and schools—through policy or practice—really accomplish all of those goals? Do schools and education mainly reproduce inequality from generation to generation? Or, are they mainly a vehicle for overcoming it? Does engaged community service in education-related organizations solve underlying problems, or merely alleviate their symptoms?

American Education in Global Perspective

2015 PISA Results --- MATH Singapore UNITED STATES Dominican Republic

2015 PISA Results --- SCIENCE Singapore UNITED STATES Dominican Republic

2015 PISA Results --- READING Singapore UNITED STATES Lebanon

Miller, D. C. , and Warren, L. K. (2011) Miller, D.C., and Warren, L.K. (2011). Comparative Indicators of Education in the United States and Other G-8 Countries: 2011 (NCES 2012-007). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.

international assessments? Why is the US average on international assessments? Things the schools do (or fail to do) School organization Funding models, resources Teachers, unions, school/district leadership Curriculum

Source: PISA in Focus 46, OECD

international assessments? Why is the US average on international assessments? Things the schools do (or fail to do) The backgrounds and attributes of students Economic resources Family circumstances Expectations, norms

2015 PISA Results --- MATH Singapore Massachusetts North Carolina UNITED STATES Puerto Rico Dominican Republic

2015 PISA Results --- SCIENCE Singapore Massachusetts North Carolina UNITED STATES Puerto Rico Dominican Republic

2015 PISA Results --- READING Singapore Massachusetts North Carolina UNITED STATES Puerto Rico Lebanon

State NAEP READING Test Score, 8th Grade, 2015 State NAEP MATH Test Score, 8th Grade, 2015

2015 PISA Results --- MATH Singapore US, Highest 25% SES UNITED STATES US, Lowest 25% SES Dominican Republic

2015 PISA Results --- MATH Singapore <10% Free/ Reduced Lunch UNITED STATES >75% Free/ Reduced Lunch Dominican Republic

2015 PISA Results --- MATH Singapore Asian White UNITED STATES Hispanic Black Dominican Republic

SOURCE: OECD (2018), Poverty rate (indicator). doi: 10 SOURCE: OECD (2018), Poverty rate (indicator). doi: 10.1787/0fe1315d-en (Accessed on 24 January 2018)

“Relative child poverty rate” = percentage of children living in households that earn less than 50% the median income.

SOURCE: OECD (2018), Income inequality (indicator). doi: 10 SOURCE: OECD (2018), Income inequality (indicator). doi: 10.1787/459aa7f1-en (Accessed on 24 January 2018)

SOURCE: https://www. cia

Things the schools do (or fail to do) Why is the US “average” on most measures despite investing more resources? Things the schools do (or fail to do) The backgrounds and attributes of students Economic resources Family circumstances Expectations, norms

2015 PISA Results --- MATH Singapore US, Highest 25% SES UNITED STATES US, Lowest 25% SES Dominican Republic

2015 PISA Results --- MATH Singapore Asian White UNITED STATES Hispanic Black Dominican Republic

Why is the US “average” on most measures despite investing more resources? Things the schools do (or fail to do) The backgrounds and attributes of students Policy decisions: How do American schools educate all children in a highly unequal and racist society?

RECURRING QUESTIONS What are the goals of education? Who gets to define and prioritize those goals? How do some goals conflict with others?

RECURRING QUESTIONS Can improving education and schools—through policy or practice—really accomplish all of those goals? Do schools and education mainly reproduce inequality from generation to generation? Or, are they mainly a vehicle for overcoming it? Does engaged community service in education-related organizations solve underlying problems, or merely alleviate their symptoms?

Comparative Perspective on Education Systems

Stratification “...the degree to which systems have clearly differentiated kinds of schools whose curricula are defined as ‘higher’ and ‘lower.’”

Standardization “...the degree to which the quality of education meets the same standards nationwide.”

Vocational Specificity “ Vocational Specificity “...the extent to which [educational systems] offer curricula that are designed to prepare students for particular vocations and award credentials that are vocationally specific.”

Educational Enrollment in America 100% 0% Age 0 3 6 12 18 22 Grade PK K 6 12 BA

Educational Enrollment in America 100% 0% Elite Quality Standard Quality Poor Quality Age 0 3 6 12 18 22 Grade PK K 6 12 BA

Educational Enrollment in America 100% 0% Elite Quality Standard Quality Poor Quality Age 0 3 6 12 18 22 Grade PK K 6 12 BA

Educational Enrollment in America 100% 0% Elite Quality Standard Quality Poor Quality Age 0 3 6 12 18 22 Grade PK K 6 12 BA

Educational Enrollment in America 100% 0% Elite Quality Standard Quality Poor Quality Age 0 3 6 12 18 22 Grade PK K 6 12 BA

Developing Countries 100% 0% Standard Quality Poor Quality Age 0 3 6 12 18 22 Grade PK K 6 12 BA Poor Quality Standard Quality 100% 0%

Stratification “...the degree to which systems have clearly differentiated kinds of schools whose curricula are defined as ‘higher’ and ‘lower.’” 100% 0% Elite Quality Standard Quality Poor Quality Age 0 3 6 12 18 22 Grade PK K 6 12 BA

Stratification “...the degree to which systems have clearly differentiated kinds of schools whose curricula are defined as ‘higher’ and ‘lower.’” 100% 0% Elite Quality Standard Quality Elite Academic Comprehensive Poor Quality Basic Age 0 3 6 12 18 22 Grade PK K 6 12 BA

Standardization “...the degree to which the quality of education meets the same standards nationwide.” 100% 0% Elite Quality Standard Quality Poor Quality Age 0 3 6 12 18 22 Grade PK K 6 12 BA

Standardization “...the degree to which the quality of education meets the same standards nationwide.” 100% 0% Elite Quality Standard Quality Poor Quality Age 0 3 6 12 18 22 Grade PK K 6 12 BA

Vocational Specificity “...the extent to which [educational systems] offer curricula that are designed to prepare students for particular vocations and award credentials that are vocationally specific.” 100% 0% Elite Quality Standard Quality Poor Quality Age 0 3 6 12 18 22 Grade PK K 6 12 BA

Vocational Specificity “...the extent to which [educational systems] offer curricula that are designed to prepare students for particular vocations and award credentials that are vocationally specific.” 100% 0% Elite Quality Standard Quality Upper White Collar Lower White Collar Poor Quality Manual / Blue Collar Age 0 3 6 12 18 22 Grade PK K 6 12 BA

What should we ask our visitors?

Early Childhood Education Universal attendance? If not, who goes? Variation in quality? Publicly paid for?

Primary Education Public? Private? Religious? Variation in quality? How do students end up in specific schools? How much choice do they have? Is there ability grouping? Who determines the curriculum? Same everywhere?

Secondary Education Universal attendance? Until what age? If some leave altogether, who are they? Differentiation of tracks (i.e., college, vocational)? When and how does assignment to tracks occur? Can students switch? Public funding? Private? Variation in quality? How do students end up in specific schools?

Post-Secondary Education How many go? Who goes? How does the college selection/assignment process work? Who pays for it?

Bigger Picture? Where are the points in the process where social inequality arises? What surprises you about the US system compared to your own?