Need For Change Presentation By H Domjan


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There is an American Educational Dilemma that must be encountered and dealt with in order for our students to have the opportunity to succeed in a globalized economy. This ppt is to be used as an awakening of ideas and exposure to what our current educational system is not and its implications on each generation.

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  • Is what you are teaching and doing in the classroom really working for you? Is it working for your students?
  • The problem is the American high school. It drastically fails to prepare students for postsecondary work. A high school degree no longer demonstrates that a graduate is ready for college.
  • The number of students attending college has increased since the 1970’s, but those receiving diplomas has decreased.
  • The value of the American diploma is falling. What can we do about it?
  • Educational Institutions have seen the trend in students prolonging their educational stay and have implemented incentive programs to exit the students in a 4 year degree term. Entering and obtaining a degree in 4 years is a rarity.
  • Teacher Tube Video regarding Digital Natives that our students represent. How are we as instructors confronting the issues of education with the rapid increase in technology. We are not! What effect will this have on our children as they complete their degree? What type of message are we sending?
  • Top 3 fastest growing jobs. Home health aides tops the list with an increased projection of 56% over the next 8 years. The baby boomers have greatly influenced the job market. As older employees retire, companies need to be aggressive about finding new skilled workers. “There is going to be a shortage of talent in the labor pool until the kids of the baby boomers gain the experience over time,” Steve Cochran, an economist with Moody’s Economy. Com expresses. When comparing the top jobs, it can be stated that those new jobs being created require higher education or advanced training today.
  • Elementary and middle school students have made some gains over the past quarter century, but high school achievement has declined or remained stagnant. A vertical change needs to be exercised so that gaps are bridged over the years.
  • South Korea has the most effective education system in the world’s richest countries, with Japan in 2 nd and Singapore respectively 3 rd . The U.S. and Germany are found in the low ranking position. This study was not conducted to find out why but what students knew. Out of 24 nations, the U.S. ranked 18 th and was found to have scored love on every test as well as in adult literacy.
  • Paul E. Peterson and Frederick M. Hess are editors of Education Next
  • Third International Mathematics and Science Study (TIMSS) is the largest, most comprehensive, and most rigorous international study of schools and students ever conducted. Students from 41 nations, including our country's major trading partners, were tested at three different grade levels (fourth, eighth, and upon completion of secondary school) to compare their mathematics and science achievement.
  • TIMSS administered the advanced science assessment, a physics assessment, to students in 15 other countries who were taking science courses and to U.S. students who were taking or had taken physics I and II, advanced physics, or AP physics. U.S. students performed below the international average, with 14 countries having average scores higher than the United States, and 1, Australia, having an average score equivalent to that of the United States.
  • Students’ literacy skills are the best predictor of future wages—more than years spent in school. The study reports that, on average, the typical 15 – 24 year old watches two hours of television a day while spending about seven minutes a day reading for leisure. Only about a third of thirteen year olds read daily, and the percentage of non-readers among seventeen year olds has doubled since 1984. Some experts have gauged the “literary reading rate” in 2002 stood at about 47% of the public. Meanwhile, among employers who rank reading proficiency as extremely important among their employees, 38% say that high school graduates have deficient reading skills. What does this indicate for our future economic status?
  • America's first-rate graduate schools have a wealth of brilliant scientists and engineers in the pipeline. A large portion of them, however, are foreign nationals here on student visas, and are destined to return home after they graduate.
  • Ultimately, the United States is in a race from the very start. When a child enters school they are dependent on the educational system to steer them on the right running path. If by chance they are interested in science or math and then run into too many obstacles such as negative attitudes, cultural beliefs, and pessimistic behavior from sources such as peers and teachers then they begin to lose sight of their educational goal as they continue to move from one grade level to another. Therefore, our culture can keep students out of science.
  • Students respond more profoundly to cultural imperatives than to market forces. In the United States, students are insulated from the commercial market's demand for their knowledge and skills. But they are not insulated one bit from the worldview promoted by their teachers, textbooks, and entertainment. From those sources, students pick up attitudes, motivations, and a lively sense of what life is about. These ideas lead students who look upon the difficulties of pursuing science to ask, "Why bother?"
  • If high school students can increase their math scores they would most likely be able to see a 10-12 percent increase in their future wages.
  • A Nation at Risk urged school districts and state legislatures to revamp the six-hour-a-day, 180-day-per-year school calendar and consider seven-hour school days and 200- to 220-day school years. Yet today only one state has a pilot program to help schools expand learning time that much. “In England and other industrialized countries, it is not unusual for academic high school students to spend 8 hours a day at school, 220 days per year. In the United States, by contrast, the typical school day lasts 6 hours and the school year is 180 days.”
  • 180 Days, the Elementary version from Barry Bachenheimer. This video questions the fact that elementary students really go to school for 180 days.
  • America is currently in the throes of a persistent high school dropout crisis that has been a longtime in the making, with substantial disparities in dropout rates across race, ethnic, and income groups and geographic areas. The absence of new funding at the federal and state level since the 1980s has led to decades of disinvestment in re-enrollment programs across the country. In the current global economy, having at least a high school diploma is a critical step for avoiding poverty, and a college degree is a prerequisite for a well-paying job. The costs of dropping out of high school today are substantial and have risen over time, especially for young men, who find it almost impossible to earn an adequate income to take care of themselves and their families.
  • These 47% were those with high GPAs and were motivated to work hard.
  • High school dropouts are likely to stay on public assistance longer than those with at least a high school degree.
  • It takes $22,050 a year to support a family of 4 people. With today’s economy in recession along with basic staples needed to survive, the cost of living supersedes the poverty guideline amount of $22,050 especially when a high school dropout earns about $17,000 a year.
  • The 2007 ACS data show that an estimated 13.0 percent of the U.S. population had income below the poverty threshold. This represents 38,757,000 individuals who are living below poverty level. This number,7,283,000, represents the families that are living below poverty level as well.
  • Over 13 million children in the United States—18% of all children—live in families with incomes below the federal poverty level —$22,050 a year for a family of four. Research shows that, on average, families need an income of about twice that level to cover basic expenses.
  • Since critical rates of poverty so high above the Texas average are found in such a huge number of major cities and counties, it is apparent that the poverty in Texas is very isolated and segregated from the rest of the state. When this segregation occurs, the areas in which the poorest Texans live can become stigmatized. This negative stigma of the areas discourages businesses from investing in the region, which causes a rise in unemployment. It will also make the areas unattractive choices for teachers and health care professionals, leading to poor quality education and health care. In the rural areas of southern and western Texas this isolation leads to a lack of information. This lack of information is caused by both geographical distances from major cities, and a lack of interest from politicians. In the urban areas of Texas, this negative stigma of the poor neighborhoods leads to an increase in crime, decreased and/or negative levels of attention from police, and very low wage jobs. All of these problems make extreme poverty in the areas continually worse and harder to escape from. All of this aside, it is important to keep in mind that the reasons for poverty are as unique as the individuals who live through it. Though finding trends in a specific area is important, no generalization can account for everyone.
  • This graph represents gaps that exist between the poor and non-poor and academia. Those students who are faced with living in poverty are challenged with adverse conditions that can limit their academic achievement unlike those who are living above poverty level.
  • Globalization is a process of interaction and integration among the people, companies, and governments of different nations, a process driven by international trade and investment and aided by information technology. This process has effects on the environment, on culture, on political systems, on economic development and prosperity, and on human physical well-being in societies around the world. Technology has been a driver of globalization. How has globalization affected the U.S. educational system? Are teachers truly embracing technology or are they resisting?
  • Pink notes that developing young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future. These seven skills are the same ones that will enable students to become productive citizens who contribute to solving some of the most pressing issues we face in the 21st century.
  • The number of U.S. workers employed in manufacturing has been on the decline over the past decade, with annual employment dropping from 17 million in 1997 to just over 14 million in 2006. 80% of manufacturers anticipate a shortage of skilled production workers over the next couple of years while 35% believe there will also be a shortage of scientists and engineers.
  • The U.S. has been built on the foundation of many manufacturing companies. If these companies are outsourced because of the lack of skills our students have to compete for jobs, what will become of America in the next 5, 10, or 20 years.?
  • Notes: Half of IBM’s 190,000 engineers and technical experts now reside overseas.
  • Employees in the 21st century have to manage an astronomical amount of information daily.
  • Notes: 14 of the world’s top 25 information technology companies are now based in Asia. There are currently six technology companies based in the U.S.
  • The superpower of the U.S. is slowly diminishing due to a flat playing field. We are no longer isolated but now completely exposed due to globalization.
  • Americans believe that our public education system is not only the reason that America has become a world leader, but also that continued improvement and reform is crucial to retaining that position in the newly more competitive global marketplace. The public strongly believes that our high schools must be improved, and that students must take more rigorous courses and be challenged to reach a higher standard of learning and skills development to be successful in the next stages of their lives.
  • Recent studies suggest that our failure to modernize teacher compensation has had a direct and negative impact on our ability to improve the nation’s teaching workforce. Not only do such salary schedules drive talent away from the teaching profession, they also do nothing to promote a focus on student achievement.
  • The time U.S. teachers actually spend in professional training largely continues to take place in isolation, rather than in school-based settings that draw on teachers’ collective knowledge.
  • Schools must be prepared for multicultural demographic that will soon be flooding into schools. In academic circles around the nation, education officials are deliberating how to adjust the contemporary curriculum and classroom for a changing dynamic of communication and language comprehension.
  • Changing science plans might cost up to $3 Billion which takes into consideration that the state recently invested in new testing materials and textbooks. Forty-six states have agreed to help create the Common Core State Standards Initiative, an effort to allow states to compare their students' academic progress at each grade level using a single rubric. Alaska joins Missouri, South Carolina, and Texas on the shortlist of states that have bowed out of the attempt to form what many believe education in the United States has lacked for too long: a common denominator.
  • Need For Change Presentation By H Domjan

    1. 1. The Need for Change An American Educational Dilemma
    2. 2. What evidence gives us the right to think that the United States needs change in the educational system?
    3. 3. <ul><li>The number of U.S. students who graduate from high school in 4 years: </li></ul>7 out of 10 Education Week, 6-11-2009 <ul><li>President Obama demands the following: </li></ul><ul><li>The nation raise its educational sights even higher, asking all Americans to commit at least one year of education after high school. </li></ul><ul><li>The U.S. retake a pre-eminent place in the global education arena by having the world’s highest proportion of college graduates by 2020 </li></ul>
    4. 4. <ul><li>4 out of 5 of these students had a high school GPA of 3.0 or higher. </li></ul><ul><li>More than half described themselves as good students who worked hard and completed their assignments. </li></ul><ul><li>These students did everything right in high school-the advanced classes and good grades. </li></ul>Strong American Schools <ul><ul><ul><li>So, who are they? </li></ul></ul></ul>Over 1/3 of all college students who require remedial courses in order to acquire basic skills.
    5. 5. <ul><li>The amount of remedial students who wished their high school classes were harder so they would have been prepared for college. </li></ul>The estimated cost of remediation in public colleges : $2 Billion Nearly 50% Strong American Schools
    6. 6. <ul><li>We not only need to get more students into college, but we need them to earn their diplomas. </li></ul><ul><ul><li>The U.S. ranks 15th out of 29 developed nations in terms of degrees granted. </li></ul></ul><ul><ul><li>Marty Nemko, known as the Ralph Nader of Education, stated that “for those aspiring college students who finished in the bottom 40 percent of their high school classes, but went on to attempt to secure a four-year degree right out of high school, roughly two-thirds had studied for the better part of eight and a half years without obtaining a diploma.” </li></ul></ul>Open Education
    7. 7. <ul><ul><li>“ Only 23 percent of the 1.3 million high-school graduates of 2007 who took the ACT examination were ready for college-level work in the core subjects of English, math, reading, and science.” </li></ul></ul>Open Education
    8. 8. What is the Value of a Diploma? <ul><li>In 2000, Public Agenda's survey, Reality Check 2000, found that only 39% of employers thought that having a high school diploma meant that the student &quot;has at least learned the basics.&quot; </li></ul>
    9. 9. <ul><li>College degrees earned in 6 years: </li></ul><ul><ul><li>41% of African-American students </li></ul></ul><ul><ul><li>47% of Hispanic students </li></ul></ul><ul><ul><li>51% of White students </li></ul></ul>
    10. 10. <ul><li>Out of 23 countries in a 5 year span from 2000-2005, the U.S. was the only country that showed NO increase in the percentage of its population obtaining a postsecondary degree. </li></ul>Strong American Schools, 11-5-2008
    11. 11. <ul><li>“A graduate of a four-year college will make almost $1 million more than a high school graduate over a lifetime,” Neil Sullivan, executive director of the Boston Private Industry Council, told the Globe. “We need to help students every step of the way to earn the prize: a college degree.” </li></ul>
    12. 12. Annual Earnings of Young Adults <ul><li>In 2007, young adults ages 25–34 with a bachelor’s degree earned 29 percent </li></ul><ul><li>more than young adults with an associate’s degree and 55 percent more than young adult high school completers. </li></ul>The US Department of Education, 2009
    13. 13. <ul><li>Will what you teach students today give them the skill sets needed to earn a decent living tomorrow? </li></ul>
    14. 14. <ul><li>“ Kids just out of school have an amazing lack of preparedness in general leadership skills.” </li></ul><ul><li>Mike Summers, Vice President </li></ul><ul><li>Global Talent Management at Dell </li></ul>
    15. 15. <ul><li>Let’s Pay Attention ! </li></ul>
    16. 16. Ask Yourself <ul><li>What impact will schools have on students as they enter the market place upon graduation? </li></ul>
    17. 17. Postsecondary Degree Benefits <ul><li>Increase in personal </li></ul><ul><li>income and quality </li></ul><ul><li>of life </li></ul><ul><li>Productivity </li></ul><ul><li>increases </li></ul><ul><li>Economic growth </li></ul>
    18. 18. <ul><li>By 2014 over half of all new jobs will require at least some college. </li></ul><ul><li>By 2020, the nation may face a shortage of more than 14 million workers with skill sets obtained in postsecondary education or training. </li></ul>Future Economy The Bureau of Labor Statistics
    19. 19. <ul><li>Home health aides </li></ul><ul><li>Earn up to $20,184 </li></ul><ul><li>Network systems and data communication analysts </li></ul><ul><li>Earn up to $43,000 + </li></ul><ul><li>Medical assistants </li></ul><ul><li>Earn up to $28,000 </li></ul><ul><li>Environmental Engineers </li></ul><ul><li>Earn up to $77,970 </li></ul>Top Job Earnings Forbes, 3-12-2007
    20. 20. <ul><li>Is our educational system meeting the proficiency level and rigor of curriculum found in other countries? </li></ul>
    21. 21. Can American high schools take sole responsibility for our educational position in relation to other foreign countries?
    22. 22. Do U.S. students really know what they have been taught? <ul><li>UNICEF STUDY FINDINGS (2003): </li></ul><ul><li>Purpose: Survey what 14-15 year olds knew and could </li></ul><ul><li>do in reading, math, and science in 24 </li></ul><ul><li>countries. </li></ul><ul><li>Who Ranked Where? </li></ul><ul><li>South Korea </li></ul><ul><li>Japan </li></ul><ul><li>Singapore </li></ul><ul><li>United States </li></ul><ul><li>Germany </li></ul>
    23. 23. <ul><li>According to the National Assessment of Educational Progress (NAEP) standards: </li></ul><ul><li>31% of U.S. 8th graders are proficient in mathematics. </li></ul><ul><li>73% of 8th graders are proficient in math in one of the highest-achieving countries, Singapore, according to the AIR study. </li></ul><ul><li>In other words, bringing virtually all 8th graders in the United States up to a NAEP-like level of proficiency in mathematics constitutes a challenge no country has ever mastered. </li></ul>Report by Education Next
    24. 24. <ul><li>T.I.M.S.S. shows a steady decline in the performance of American students from grades 4 to 12 when compared to their peers in other countries. </li></ul>
    25. 25. <ul><li>The content in U.S. eighth-grade mathematics classrooms is at a seventh-grade level in comparison to other countries. </li></ul><ul><li>Topic coverage in U.S. eighth-grade mathematics classes is not as focused as in Germany and Japan. </li></ul><ul><li>U.S. eighth-grade mathematics classes require students to engage in less high-level mathematical thinking than classes in Germany and Japan. </li></ul>The U.S. Curriculum T.I.M.S.S.
    26. 26. <ul><li>&quot;The United States focuses more on procedure, and we try to teach many topics fast. Other countries tend to break topics up and go much more in-depth. They work on the concept, not just the procedure,&quot; Marsh said. &quot;Countries that did well in rankings focused on teaching the ideas and taught a few topics a year. </li></ul>David Marsh, a professor at the USC Rossier School of Education.
    27. 27. U.S. Classroom Instruction T.I.M.S.S. Large amounts of Staff Development Little Staff Development Widely practices U.S. math reforms Familiarity with reform recommendations Teach students how to learn and understand. Teach students how to do… Japanese Math Teachers U.S. Math Teachers
    28. 28. Achievement Gaps <ul><li>National average reading scores of 4th- and 8th-graders were higher in 2007 than in 1992 by 3 or 4 points. </li></ul><ul><li>The reading score of 12th-graders was 6 points lower in 2005 than in 1992. </li></ul><ul><li>In 2007, students in grades 4 and 8 showed improvements from all previous NAEP </li></ul><ul><li>assessments at all mathematics achievement levels . </li></ul>The Condition of Education, 2009
    29. 29. T.I.M.S.S. U.S. high school physics seniors scored last among 16 countries test.
    30. 30. Percentage of U.S. students who scored below basic achievement levels in 4 th grade science. <ul><li>34 </li></ul>% in 8 th grade science? 43 Houston Chronicle 6-9-2009
    31. 31. <ul><li>The reading literacy rate for 15 year olds in the U.S. is barely above the average for western countries. Test results position these age students in fifteenth place among thirty-one industrialized nations. </li></ul>Declining US Reading Rates, 12-14-07
    32. 32. <ul><li>College students lack the necessary basic skill sets to succeed when entering college. As a result, those U.S. degrees in science or engineering are not studied causing a great deficiency in the ability to compete on a global market. </li></ul>
    33. 33. <ul><li>60% of students at top American computer-science departments are foreign born. </li></ul>Houston Chronicle 8-8-2008 “ How Our Culture Keeps Students Out of Science”
    34. 34. <ul><li>“ American 4 th graders rank among the top students in the world in science and above average in math. By 8th grade, they have moved closer to the middle of the pack. By 12th grade, our students score near the bottom of all industrialized nations. As a result, too many of them enter college without even the basic skills needed to pursue a degree in science or engineering.” </li></ul><ul><li>Bill Gates </li></ul>
    35. 35. <ul><li>“ Students need to feel something like a calling for science to surmount the numerous obstacles on the way to an advanced degree.” </li></ul><ul><li>Max Weber, Science as a Vocation </li></ul>
    36. 36. <ul><ul><li>1996-2005 </li></ul></ul><ul><ul><li>3% Drop in 12 th graders scoring proficient in science. </li></ul></ul><ul><ul><li>Scores are declining in all the sciences—earth, physical, and biological—precisely at a time when Americans must confront urgent environmental problems and complex ethical questions related to new technologies. </li></ul></ul>Strong American Schools
    37. 37. <ul><li>In math, America has a below average proportion of top performers; our best math students rank 24th when compared with top performers in 29 other countries. </li></ul>A Stagnant Nation
    38. 38. So, how much time is left to teach? Sources: National Center for Education Statistics T.I.M.M.S. Boston College 193 International Average 180 USA 188 Canada 190 England 195 Russia 210 Italy 207 Switzerland 215 Israel 222 Taiwan 223 Japan 225 Korea 251 China Days of School Country
    39. 39. The Educational Clock is Ticking!
    40. 40. <ul><li>The greatest enemy of understanding is coverage. As long as you are determined to cover everything, you actually ensure that most kids are not going to understand. You’ve got to take enough time to get kids deeply involved in something so they can think about it in lots of different ways and apply it-not just at school but at home and on the street and so on. </li></ul><ul><li> – Howard Gardner </li></ul>
    41. 41. <ul><li>Only 28% of 12 th grade high school students believe that school work is meaningful. </li></ul><ul><li>21% believe that their courses are interesting </li></ul><ul><li>Only 39% believe that school work will have an impact on their success in later life. </li></ul><ul><li>These are the opinions of those students who will graduate. What does that leave for those who see no future in themselves? </li></ul><ul><li>National Center for Education Statistics, 2006 </li></ul>
    42. 42. Did You Know?
    43. 43. Dropping out is often described as a process, not an event, with factors building and compounding over time.
    44. 44. 2007 Drop Out Rates <ul><li>Number of persons between 16 and 24 years of age who were high school dropouts? </li></ul><ul><li>16% </li></ul><ul><li>60.1% were men </li></ul><ul><li>18.8% were African American </li></ul><ul><li>30.1% were Hispanic </li></ul><ul><li>Which states had the highest dropout rates? </li></ul><ul><li>Georgia-22.1%, Florida-20.1%, and Texas-18.5% </li></ul><ul><li>Center for Labor Market Studies </li></ul><ul><li>Left Behind: The Nation's Dropout Crisis </li></ul><ul><li>May 5, 2009 </li></ul>Center for Labor Market Studies Left Behind: The Nation's Dropout Crisis 5-5- 2009
    45. 45. <ul><li>1 out of 3 American high school students leave school without a diploma. </li></ul><ul><li>High school dropouts are 72% more likely to be unemployed than those who graduate.  Many  of those that leave a formal education behind will never have a job. </li></ul>Betsy L. Angert: Dropout Nation; Communities Can Cure The Silent Student Epidemic 12-5-2007
    46. 46. <ul><li>47% said classes weren’t interesting </li></ul><ul><li>69% said they were not motivated or inspired to work hard </li></ul><ul><li>70% could have graduated if they tried </li></ul><ul><li>38% believed they had “too much freedom” and </li></ul><ul><li>not enough rules. </li></ul>Dropout Reasons The Silent Epidemic: Perspectives on High School Dropouts
    47. 47. Consequences of Dropping out <ul><li>$300 billion in lost wages, lost taxes, and lost productivity due to dropouts from the class of 2007. </li></ul><ul><li>$192 billion in lost income and taxes due to each cohort of dropouts. </li></ul><ul><li>Nearly 44 percent of dropouts under age 24 are jobless. </li></ul><ul><li>A dropout is more than eight times as likely to be in jail or prison as a high school graduate and nearly 20 times as likely as a college graduate. </li></ul><ul><li>The unemployment rate of high school dropouts older than 25 is more than three times that of college graduates. </li></ul><ul><li>The poverty rate for families headed by dropouts is more than twice that of families headed by high school graduates. </li></ul>The Broad Foundation Education
    48. 48. U.S. Dept of Health and Human Services Can Dropouts Survive?
    49. 49. U.S. Census, 2006
    50. 50. <ul><li>Nationwide, 18% of children live in families that are considered officially poor (13.2 million children). </li></ul><ul><li>21% of children under age 6 live in poor families </li></ul><ul><li>16% of children age 6 or older live in poor families </li></ul><ul><li>The number of children living in poverty increased by 15 percent between 2000 and 2007. </li></ul>National Center for Children in Poverty
    51. 51. <ul><li>With a poverty rate of 16.2%, Texas has the 5th highest poverty rate in the United States, a position it shares with West Virginia. </li></ul><ul><li>The worst poverty in Texas occurs in both isolated rural counties of southern and western regions of Texas </li></ul>How Does Texas Fair in Regards to Poverty? U.S. Census, 2006
    52. 52. The Education Trust, Inc. 2007 Source: National Center for Education Statistics, NAEP Data Explorer, Cities are arranged by gap size starting with the smallest gap on the left. Non-poor scores are not available for Cleveland.
    53. 53. The Education Trust, Inc 2007 Source: National Center for Education Statistics, NAEP Data Explorer, Cities are arranged by gap size starting with the smallest gap on the left. Non-poor scores are not available for Cleveland.
    54. 54. Is the United States Global Enough?
    55. 55. <ul><li>“The people who are potentially loosing their competitive edge are the Americans.” </li></ul><ul><li>Robert Reich </li></ul><ul><li>Former U.S. Secretary of Labor </li></ul>
    56. 56. <ul><li>Today's students need to master 7 survival skills to thrive in the new world of work. </li></ul><ul><li>1. Critical Thinking and Problem Solving </li></ul><ul><li>2. Collaboration and Leadership </li></ul><ul><li>3. Agility and Adaptability </li></ul><ul><li>4. Initiative and Entrepreneurialism </li></ul><ul><li>5. Effective Oral and Written Communication </li></ul><ul><li>6. Accessing and Analyzing Information </li></ul><ul><li>7. Curiosity and Imagination </li></ul>21 st Century Survival Skills School Change 10- 2008
    57. 57. <ul><li>“The challenge is this: How do you do things that haven't been done before, where you have to rethink or think anew? It's not incremental improvement any more. The markets are changing too fast.” </li></ul>Ellen Kumata, Managing partner at Cambria Associates
    58. 58. Would Improving Math Help the U.S. Compete Globally? <ul><li>Economists estimate that if the U.S. could improve its math and science achievement so that its students become globally competitive, the U.S. gross domestic product could eventually grow by an additional 36 percent. </li></ul>American Diploma Project Network
    59. 59. Adopt National Standards to help children compete Houston Chronicle Report, 6-9-2009 <ul><li>“ Closing the science gap between U.S. and international students could have increased America’s gross domestic product by $1.3 trillion to $2.3 trillion in 2008.” </li></ul><ul><li>“ Closing the racial gap in science scores among U.S. students might have added another half trillion dollars.” </li></ul>
    60. 60. <ul><li>As production becomes more specialized and more reliant on precision machining, there is concern of a widening skills gap between what young people are learning in school and the specific needs of manufacturers. </li></ul>American Manufacturing Association
    61. 61. Manufacturing Industry Week <ul><li>Manufacturing accounts for $1.5 trillion in gross domestic product (GDP). </li></ul><ul><li>If U.S. manufacturing was a country, it would be the 8 th largest economy in the world. </li></ul>
    62. 62. <ul><li>U.S. engineering graduates declined by 20 percent between 1985 and 2000. </li></ul><ul><li>Enrollment of women in U.S. engineering programs was only 20 percent of total enrollment in 2003. </li></ul><ul><li>Large engineering companies intend to outsource 10-20% of their workforce in the next few years. </li></ul>The Epoch Times, 11-23-2005
    63. 63. To compete in the new global economy, companies need their workers to think about how to continuously improve their products, processes, or services. The heart of critical thinking and problem solving is the ability to ask the right questions. As one senior executive from Dell said, “Yesterday's answers won't solve today's problems.” School Change Consulting
    64. 64. &quot; “ America is the one country in the world that doesn’t seem to recognize that it’s in competition for the great minds and capital of the world.” Tim Draper Silicon Valley Venture Capitalist 2 Million Minutes
    65. 65. “ Technology has allowed for virtual teams. We have teams working on major infrastructure projects that are all over the U.S. On other projects, you're working with people all around the world on solving a software problem. Every week they're on a variety of conference calls; they're doing Web casts; they're doing net meetings.” Christie Pedra, CEO of Siemens
    66. 66. Report from ETS <ul><li>1/10 say that students graduating from America’s public schools have faced high expectations, and must improve to retain its competitive position in the world. </li></ul><ul><li>51% say that schools are coming up short or falling behind in teaching the basics, maintaining high standards and challenging all students </li></ul><ul><li>65% of administrators and the public agrees that schools are coming up short supporting struggling students and preventing dropouts. </li></ul><ul><li>74% favor making sure that teachers are experts in their subjects, demonstrating how central quality teaching is to education. </li></ul><ul><li>76% say that America’s ability to compete in the world would be weakened if 25 years from now high schools have not changed and still are operating the same as they do now. </li></ul>How Rigorous is the U.S. Curriculum ?
    67. 67. Educational Workforce <ul><li>Large teacher shortages in math and science </li></ul><ul><li>More than 1/3 of math classes in U.S. middle and high schools are taught by someone who lacks even a college minor in a math-related field. </li></ul><ul><li>More than 12 million American students in grades 7 to 12 are taught academic courses by teachers who have no college degree in the subject they’re teaching. </li></ul>
    68. 68. <ul><li>Staff development for teachers is becoming more fragmented as the years pass. </li></ul><ul><li>“ American teachers are not given as many opportunities for on-the-job training as their international peers, and their effectiveness appears to suffer as a result.” </li></ul>Education Week
    69. 69. <ul><li>America’s culture is irrevocably tied to a multicultural population, and it’s time that educators start adapting their curriculums and language practices to meet the changing racial dynamics. </li></ul>The Daily Cardinal
    70. 70. <ul><li>2040: Minorities will become the majority </li></ul><ul><li>2050: The nation’s children will be 62 percent minority, up from 44 percent today. </li></ul><ul><li>In 2050, will we still tell the same perspectives of American history in our social studies classes or de-emphasize languages other than standardized English in our classrooms? </li></ul>The Daily Cardinal, 2-11-2009
    71. 71. <ul><li>46 States and the District of Columbia agreed on June 1, 2009 to move toward uniform learning goals in reading and math. However, science was left out. </li></ul><ul><li>Texas is not one of the 46. </li></ul>Unification of Curriculum? Adopt National Standards to help children compete Houston Chronicle Report, 6-9-2009
    72. 72. What do you want for your children’s future …is change inevitable? <ul><li>Even our &quot;best&quot; schools are failing to prepare students for 21st-century careers and citizenship. </li></ul><ul><li>It's time to hold ourselves and all of our students to a new and higher standard of rigor, defined according to 21st-century criteria. It's time for our profession to advocate for accountability systems that will enable us to teach and test the skills that matter most. Our students' futures are at stake. </li></ul><ul><li>Tony Wagner, Co-director of the Change Leadership Group </li></ul><ul><li>Harvard Graduate School of Education </li></ul>