The smartest kids in the world

I recently read the book, The Smartest Kids in the World, by Amanda Ripley.  She followed three high school students who leave the United States to be foreign exchange students in Korea, Finland, and Poland.  She synthesized and analyzed the biggest differences between the American education system with those of what she considers (and provides evidence via the PISA scores) better. 

For the most part, those educational systems are not immensely different from the United States.  However, the most critical difference she points out is that students in other countries (namely Korea, Finland, and Poland) take school seriously and it is challenging to them.  The students in those countries see education as THE pathway to life success.

Why?

One reason, she argues, is because of their high stakes end of year exams.  You are only allowed to take it once and it is tough!

She argues that we (the United States) need to do a better job at making high school matter.

 

She also includes a survey from 202 foreign exchange students (representing 22 different countries)

1. there is more technology in US schools

2. less difficulty/challenge in US schools

3. there is more emphasis on sports in US schools

4. teachers are more likely to praise students in US schools

5. teachers form better relationships with the students in the US schools

 

MY RESPONSE

There is always a great deal of hesitation when I read about or even try to compare educational systems among different countries.  Heck, this is even true for me when comparing school districts that are 10 miles from one another.  The reason for this is that they have a different DNA.  We (different school districts, states, even countries) can still learn from other each other, but I hesitate greatly when comparing for the intention of ranking and determining best practices.  Each school needs to really dissect their population, goals, and objectives to determine what works best for them.  I argue against a cookie cutter approach to education (although there are certainly themes that characterize a quality school – but that is for another post).

I am not convinced that an end of the year high stakes exam would make such dramatic positive improvements to the motivation of our students as Ripley proposes. 

This book helped remind me that although we are pretty good at developing meaningful relationships and providing feedback to our students – this is not enough.  It is equally important that we set high standards of what we expect our students to be able to achieve and hold them accountable to reach those expectations. 

What is your take?