Chapter 18 The Leveling of American Education
Many people believe that American public education is failing, but data shows that average students today are performing as well or even better academically than before. The main problem is with gifted students, whose SAT scores have been dropping since the mid-1960s. This decline is because the education system has focused more on helping disadvantaged students, leaving gifted students without enough support. Education has become easier, with simpler textbooks and relaxed requirements, which doesn't help gifted students reach their full potential.
Most parents say they are happy with their local schools, but average students have little motivation to excel since getting into college is relatively easy. Although there are expected improvements for average students, there needs to be a change in policy to better support gifted education. Suggestions include offering school choice, changing how federal funds are distributed, and encouraging educators to recognize the importance of nurturing gifted students.
While average students are improving, there is still concern about the quality of education for gifted students. It is important to educate both average and gifted students well, as a strong education system is essential for the future of the country.
Trends in Education I: The Average Student
In the past, American students faced rigorous educational standards, with historical exams revealing that students needed to master complex mathematical problems and advanced writing skills. Comparisons between education then and now indicate a decline in the overall academic performance of American students. Reports, such as the one from 1983 called "A Nation at Risk," highlighted concerns that today's students may not perform as well as their parents academically. For example, many American 17-year-olds struggle with literacy and basic math skills, with substantial portions lacking the ability to read complex materials or understand job postings.
International comparisons reveal that American students often score poorly in math and science compared to peers from other countries. While some defended American education by saying that the U.S. retains a high number of students in high school, countries like Japan and many European nations also have high retention rates and excel in international assessments.
Despite these negative perceptions, some educational researchers argue that average American students today are not necessarily worse off than those in previous generations. Trends show that educational attainment has improved over the years, particularly from the early 20th century until the mid-1960s, even accounting for a brief decline during the late 1960s and early 1970s. This decline did not appear to affect the average student as dramatically as perceived, and there has since been a recovery. Reports indicated that by 1983, average students demonstrated similar levels of readiness in verbal and mathematical skills as those from earlier decades, with even stronger verbal skills compared to the 1955 cohort.
The Iowa Test of Educational Development records show that while there was a slump in scores from 1966 to 1978, there was a significant rebound in performance afterward, resulting in higher scores than before. Other studies also support the notion of improvement, with many findings reflecting better performance in reading and comprehension among high school students over time.
Overall, data suggests that despite concerns over the quality of education, average high school students today may be as prepared, if not better prepared, than their counterparts from the past, and that U.S. academic performance, although still behind some nations, has shown signs of steady improvement.
Trends in Education Ii: College Students
High school education might not have worsened overall, but for top-performing students—those in the top 10 to 20 percent of cognitive ability—the situation appears to have declined. This is primarily illustrated by the drop in SAT scores from 1963 to 1980, indicating a significant decrease in academic aptitude. While some argue this decline is due to the "democratization" of the SAT, allowing more disadvantaged students to take the test, this explanation is misleading. In reality, although the pool of testers grew during the 1960s, scores began to fall when many universities relaxed their admissions standards and less qualified students chose not to take the SAT. Analysis of white test takers reveals that their scores dropped despite a smaller and possibly more selective testing pool. The decline in SAT scores among college-bound students does not correlate with issues related to race or class. Instead, it points to a "leveling down" trend in education, where the skills of the most academically promising students began to match those of average students. This decline affects high-ability students significantly, suggesting a broader issue with educational quality that may limit their intellectual growth.
Trends in Education Iii: The Brightest of the Brightest
The SAT scores of the most gifted students in the U.S. show mixed trends. While Math scores have significantly improved since 1981, with more students scoring over 700, Verbal scores have declined sharply since the early 1970s. The number of students scoring 700 or higher in Verbal dropped by 41% from 1972 to 1993, and their performance has not rebounded. In contrast, there was a 143% increase in students scoring over 700 in Math during the same period. The improvement in Math is not linked to easier questions or demographic changes among test-takers. Overall, while top students are excelling in Math, their Verbal skills are weakening, indicating a troubling trend in the verbal abilities of America's brightest.
An Explanation: Dumbing Down
In the 1950s, more students started taking the SAT, leading to more opportunities for those who were not from wealthy backgrounds. During this time, education in the U.S. was strong, especially in math and science, partly because of the response to the Sputnik event. However, the 1960s saw a decline in educational quality, often called "dumbing down." This term refers to making textbooks easier by using simpler words and concepts, so they would be more accessible for average students but less challenging for gifted ones. Publishers aimed to create materials that would get accepted by school boards, leading to the removal of difficult vocabulary.
In high schools, the requirements for important subjects like science and math were lowered. There were fewer hard classes available, and grading became easier. As a result, many students, especially those preparing for college, began to perform worse academically, which was shown by decreasing SAT scores during this period.
From the late 1970s, people began to worry about the state of education, which led to some improvements. More high school graduates were completing strong academic programs. However, math scores showed a different pattern than scores in other subjects, particularly in verbal skills. Schools could create real improvements in math that had clear measurements, but it was harder to define higher standards in subjects like English because different educational goals, such as multiculturalism and self-esteem, sometimes took priority over strict academic standards.
Textbook choices in large school districts often favored simpler materials that wouldn’t upset certain groups. This made it harder for especially talented students to find challenging content. Instead of seeking out difficult subjects, many gifted students could easily succeed in simplified classes and did not feel the need to push themselves.
At the same time, funding for education began to focus more on helping disadvantaged students, which often left gifted students without support. Many programs and government funds were aimed at students who needed extra help, while the needs of high-achieving students were overlooked or not taken seriously.
For example, Banneker High School in Washington, D.C., had a strong reputation for academics but struggled to get enough funding and faced criticism for being too elitist. Even though it had high success rates in preparing students for college, it had to fight for recognition within the larger education system. Overall, this emphasis on helping disadvantaged students has often pushed aside the needs of gifted students, affecting the success of America’s brightest students.
A Policy Agenda
There is a strong need to reform education policy in the United States, especially because of the many challenges in the current system. Some proposed changes include national achievement tests, school choice programs, and special programs for gifted students. These changes should be carefully reviewed to see if they really work.
The performance of American students is generally low compared to students in other developed countries. Many young people struggle to meet basic educational standards, especially in reading and writing. It is important to understand that in a diverse society, not all students can achieve the same level of success. While there have been some improvements over time, such as lower dropout rates and slightly better test scores, people often overlook the differences in abilities among students. It’s time to rethink what success in education means for students with different cognitive abilities.
Some critics say that students do not try hard enough, but research shows that many parents are against increasing homework and academic pressure, like having a longer school day or tougher grading. Surveys indicate that most American parents believe their local schools are doing well, even though they feel education in general is declining. They tend to care more about safety and a stable environment in schools rather than pushing for higher academic standards.
Economic reasons also affect how hard students work. For many, there is little motivation to take difficult classes when getting into college isn’t very competitive. Employers often do not value high school grades much, making students less likely to try hard in school. This situation creates a cycle where students do not push themselves to succeed.
To solve these problems, policies need to better connect high school performance with job opportunities after graduation. Ideas include certifying skills and making academic records clearer for employers. However, it's noted that employers usually prioritize specific skills over high school performance.
Federal involvement in education can create challenges as many stakeholders may resist reforms. Real change is better achieved through the desires of parents and teachers. There is a push for more parental choice in schools, so parents can choose private or religious schools as well as public ones.
Programs for gifted students are also vital, even if some fear they might create separation among students. It’s important to nurture intellectual talent for the good of society. Gifted students are likely to succeed in life regardless of the education system, so it’s crucial to teach them how to be responsible citizens.
There is a call for a fairer distribution of educational funding, suggesting that money should shift from programs for disadvantaged students to those for gifted students. Every student should receive an education that considers their individual needs, regardless of whether they are high achievers or struggling.
The idea of what it means to be an "educated person" should be revisited. Being educated means mastering important skills and knowledge, focusing on critical thinking and wisdom instead of merely earning degrees. Education should include subjects like history, literature, and ethics to help students think clearly and make good decisions.
It’s also important to recognize that students have different abilities, and education should match that diversity rather than forcing all students to meet the same standards. This approach allows students to realize their potential while keeping expectations high.
Ultimately, educators need to change their mindset to return to traditional educational values, emphasizing the importance of challenging students. Educational leaders should commit to setting high standards for gifted students and creating an environment where all students can do their best according to their abilities. The goal is to improve educational quality so that it benefits gifted students and society as a whole, leading to a more enriching educational experience for everyone.
Many people believe that American public education is failing, but data shows that average students today are performing as well or even better academically than before. The main problem is with gifted students, whose SAT scores have been dropping since the mid-1960s. This decline is because the education system has focused more on helping disadvantaged students, leaving gifted students without enough support. Education has become easier, with simpler textbooks and relaxed requirements, which doesn't help gifted students reach their full potential.
Most parents say they are happy with their local schools, but average students have little motivation to excel since getting into college is relatively easy. Although there are expected improvements for average students, there needs to be a change in policy to better support gifted education. Suggestions include offering school choice, changing how federal funds are distributed, and encouraging educators to recognize the importance of nurturing gifted students.
While average students are improving, there is still concern about the quality of education for gifted students. It is important to educate both average and gifted students well, as a strong education system is essential for the future of the country.
Trends in Education I: The Average Student
In the past, American students faced rigorous educational standards, with historical exams revealing that students needed to master complex mathematical problems and advanced writing skills. Comparisons between education then and now indicate a decline in the overall academic performance of American students. Reports, such as the one from 1983 called "A Nation at Risk," highlighted concerns that today's students may not perform as well as their parents academically. For example, many American 17-year-olds struggle with literacy and basic math skills, with substantial portions lacking the ability to read complex materials or understand job postings.
International comparisons reveal that American students often score poorly in math and science compared to peers from other countries. While some defended American education by saying that the U.S. retains a high number of students in high school, countries like Japan and many European nations also have high retention rates and excel in international assessments.
Despite these negative perceptions, some educational researchers argue that average American students today are not necessarily worse off than those in previous generations. Trends show that educational attainment has improved over the years, particularly from the early 20th century until the mid-1960s, even accounting for a brief decline during the late 1960s and early 1970s. This decline did not appear to affect the average student as dramatically as perceived, and there has since been a recovery. Reports indicated that by 1983, average students demonstrated similar levels of readiness in verbal and mathematical skills as those from earlier decades, with even stronger verbal skills compared to the 1955 cohort.
The Iowa Test of Educational Development records show that while there was a slump in scores from 1966 to 1978, there was a significant rebound in performance afterward, resulting in higher scores than before. Other studies also support the notion of improvement, with many findings reflecting better performance in reading and comprehension among high school students over time.
Overall, data suggests that despite concerns over the quality of education, average high school students today may be as prepared, if not better prepared, than their counterparts from the past, and that U.S. academic performance, although still behind some nations, has shown signs of steady improvement.
Trends in Education Ii: College Students
High school education might not have worsened overall, but for top-performing students—those in the top 10 to 20 percent of cognitive ability—the situation appears to have declined. This is primarily illustrated by the drop in SAT scores from 1963 to 1980, indicating a significant decrease in academic aptitude. While some argue this decline is due to the "democratization" of the SAT, allowing more disadvantaged students to take the test, this explanation is misleading. In reality, although the pool of testers grew during the 1960s, scores began to fall when many universities relaxed their admissions standards and less qualified students chose not to take the SAT. Analysis of white test takers reveals that their scores dropped despite a smaller and possibly more selective testing pool. The decline in SAT scores among college-bound students does not correlate with issues related to race or class. Instead, it points to a "leveling down" trend in education, where the skills of the most academically promising students began to match those of average students. This decline affects high-ability students significantly, suggesting a broader issue with educational quality that may limit their intellectual growth.
Trends in Education Iii: The Brightest of the Brightest
The SAT scores of the most gifted students in the U.S. show mixed trends. While Math scores have significantly improved since 1981, with more students scoring over 700, Verbal scores have declined sharply since the early 1970s. The number of students scoring 700 or higher in Verbal dropped by 41% from 1972 to 1993, and their performance has not rebounded. In contrast, there was a 143% increase in students scoring over 700 in Math during the same period. The improvement in Math is not linked to easier questions or demographic changes among test-takers. Overall, while top students are excelling in Math, their Verbal skills are weakening, indicating a troubling trend in the verbal abilities of America's brightest.
An Explanation: Dumbing Down
In the 1950s, more students started taking the SAT, leading to more opportunities for those who were not from wealthy backgrounds. During this time, education in the U.S. was strong, especially in math and science, partly because of the response to the Sputnik event. However, the 1960s saw a decline in educational quality, often called "dumbing down." This term refers to making textbooks easier by using simpler words and concepts, so they would be more accessible for average students but less challenging for gifted ones. Publishers aimed to create materials that would get accepted by school boards, leading to the removal of difficult vocabulary.
In high schools, the requirements for important subjects like science and math were lowered. There were fewer hard classes available, and grading became easier. As a result, many students, especially those preparing for college, began to perform worse academically, which was shown by decreasing SAT scores during this period.
From the late 1970s, people began to worry about the state of education, which led to some improvements. More high school graduates were completing strong academic programs. However, math scores showed a different pattern than scores in other subjects, particularly in verbal skills. Schools could create real improvements in math that had clear measurements, but it was harder to define higher standards in subjects like English because different educational goals, such as multiculturalism and self-esteem, sometimes took priority over strict academic standards.
Textbook choices in large school districts often favored simpler materials that wouldn’t upset certain groups. This made it harder for especially talented students to find challenging content. Instead of seeking out difficult subjects, many gifted students could easily succeed in simplified classes and did not feel the need to push themselves.
At the same time, funding for education began to focus more on helping disadvantaged students, which often left gifted students without support. Many programs and government funds were aimed at students who needed extra help, while the needs of high-achieving students were overlooked or not taken seriously.
For example, Banneker High School in Washington, D.C., had a strong reputation for academics but struggled to get enough funding and faced criticism for being too elitist. Even though it had high success rates in preparing students for college, it had to fight for recognition within the larger education system. Overall, this emphasis on helping disadvantaged students has often pushed aside the needs of gifted students, affecting the success of America’s brightest students.
A Policy Agenda
There is a strong need to reform education policy in the United States, especially because of the many challenges in the current system. Some proposed changes include national achievement tests, school choice programs, and special programs for gifted students. These changes should be carefully reviewed to see if they really work.
The performance of American students is generally low compared to students in other developed countries. Many young people struggle to meet basic educational standards, especially in reading and writing. It is important to understand that in a diverse society, not all students can achieve the same level of success. While there have been some improvements over time, such as lower dropout rates and slightly better test scores, people often overlook the differences in abilities among students. It’s time to rethink what success in education means for students with different cognitive abilities.
Some critics say that students do not try hard enough, but research shows that many parents are against increasing homework and academic pressure, like having a longer school day or tougher grading. Surveys indicate that most American parents believe their local schools are doing well, even though they feel education in general is declining. They tend to care more about safety and a stable environment in schools rather than pushing for higher academic standards.
Economic reasons also affect how hard students work. For many, there is little motivation to take difficult classes when getting into college isn’t very competitive. Employers often do not value high school grades much, making students less likely to try hard in school. This situation creates a cycle where students do not push themselves to succeed.
To solve these problems, policies need to better connect high school performance with job opportunities after graduation. Ideas include certifying skills and making academic records clearer for employers. However, it's noted that employers usually prioritize specific skills over high school performance.
Federal involvement in education can create challenges as many stakeholders may resist reforms. Real change is better achieved through the desires of parents and teachers. There is a push for more parental choice in schools, so parents can choose private or religious schools as well as public ones.
Programs for gifted students are also vital, even if some fear they might create separation among students. It’s important to nurture intellectual talent for the good of society. Gifted students are likely to succeed in life regardless of the education system, so it’s crucial to teach them how to be responsible citizens.
There is a call for a fairer distribution of educational funding, suggesting that money should shift from programs for disadvantaged students to those for gifted students. Every student should receive an education that considers their individual needs, regardless of whether they are high achievers or struggling.
The idea of what it means to be an "educated person" should be revisited. Being educated means mastering important skills and knowledge, focusing on critical thinking and wisdom instead of merely earning degrees. Education should include subjects like history, literature, and ethics to help students think clearly and make good decisions.
It’s also important to recognize that students have different abilities, and education should match that diversity rather than forcing all students to meet the same standards. This approach allows students to realize their potential while keeping expectations high.
Ultimately, educators need to change their mindset to return to traditional educational values, emphasizing the importance of challenging students. Educational leaders should commit to setting high standards for gifted students and creating an environment where all students can do their best according to their abilities. The goal is to improve educational quality so that it benefits gifted students and society as a whole, leading to a more enriching educational experience for everyone.