Teaching the Many Instead of the Few
A recent piece by Paul Farhi in the Washington Post notes that the test scores of American students on international tests are not nearly as poor as some critics would claim. According to two researchers at the University of Pennsylvania, cited by Farhi, Americans are above average when compared with 22 other industrialized nations. United States students are outstanding in civics, above average in reading, and are in the middle of the pack in math and science. Moreover, our students are mostly improving their scores, or at worst holding their own.
Farhri points to the critical consideration in the assessment of international test scores: “Indeed, no nation included in the major international rankings educates as many poor students or as ethnically diverse a population as does the United States.” We try to educate everyone, as bold an experiment as the human race has ever attempted. The No School Left Behind legislation assumes that in the proper environment, and with effective teaching, every young person can learn and profit from schooling.
But not long ago we had the reemergence of social scientist Charles Murray in the debate over education. In three articles for the Wall Street Journal, he repeated some highly controversial assertions found in the 1994 blockbuster book The Bell Curve. They are assertions many Americans do not welcome: 1. intellectual ability is not evenly distributed, is genetically based, and immutable; 2. that millions cannot be given a true education because they lack the mental capacity; and 3. far more young people should be in vocational schools than in college. Murray did not repeat his conclusion that African-Americans tend to lag inherently and significantly in I.Q., but that controversial feature of the author’s research is no secret and has been affirmed by several of his academic peers.
How does one deal with Murray? In the first place, every teacher understands that intellectual caliber varies. And it is true that not everyone can benefit from even a watered-down college education; open admissions policies can be harmful and exploitive. On the other hand, our knowledge of the human brain is severely limited, and it remains highly doubtful that psychologists have the means to measure the intellect of a person with certainty, branding a life-long number on an individual that will determine his future. People grow. Environments change. Attitudes can be altered. (For a brief and interesting attack on The Bell Curve, one of hundreds, see http://goinside.com.)
Moreover, we still don’t understand a lot about effective teaching. (Note the improvements in literacy made by using the Reading First program, part of the No Child Left Behind act.) And we aren’t even sure what an “educated” person should know. Murray, in his third Wall Street Journal article, declared that a deep understanding of history should be central to a solid education, as the study of the past promotes wisdom. Perhaps. But then why are so many professional historians reflex leftists? Because secularism, narcissism, and appeasement are in harmony with “right reason”? Please, we are grownups.
The connection between educational credentials and wisdom remains highly circumspect. Imagine a nation run by a committee of faculty members from, say, Duke University? Where was the wisdom in the treatment of the falsely accused lacrosse players? (See Charlotte Allen, “Duke’s Tenured Vigilantes,” in the January 29, 2007 issue of The Weekly Standard.) In my rather long life I’ve encountered wisdom largely in the humble and holy, with or without academic degrees.
It seems wise to respond to Murray and all scientific determinists with respectful skepticism. Yes, there is much evidence for their contentions. But their testing skills are limited and should not be used to deny individuals, groups, or even races the opportunity to achieve high school and college degrees. Give people a chance, indeed many chances, without the discouragement that is accompanied with an I.Q. number that may or may not be accurate, and in any case is not the sum of the whole person.
In this country, we’re still muddling through in education, which seems healthier than the alternatives. Critics have been claiming for decades that our schools are in crisis. And yet, according to the Council on Competitiveness, a Washington based business advisory group, the U.S. economy over the past two decades has grown faster than that of any other advanced nation. And it has generated a third of the world’s economic growth. Our prosperity and opportunity are astonishing in historical perspective and are matched by our generosity toward the unfortunate, at home and abroad. We are the envy of the world; ask our immigration officials. If our moral, cultural, and educational standards have been dropping in recent years, we are not alone on that path, and it is up to us to turn things around. Let us not begin by herding people into groups by numbers and asserting that those on the lower end deserve to remain ignorant and inferior and are without hope. Caste systems of any sort are should be abhorred and rejected in the 21st century.