Image courtesy of Pixabay / Ken19991210

nybooks.com | Article Link | by Diane Ravitch

On December 3, 2013, Secretary of Education Arne Duncan announced yet again that American students were doing terribly when tested, in comparison to students in sixty-one other countries and a few cities like Shanghai and Hong Kong. Duncan presided over the release of the latest international assessment of student performance in reading, science, and mathematics (called the Program for International Student Assessment, or PISA), and Shanghai led the nations of the world in all three categories.

Duncan and other policymakers professed shock and anguish at the results, according to which American students were average at best, nowhere near the top. Duncan said that Americans had to face the brutal fact that the performance of our students was “mediocre” and that our schools were trapped in “educational stagnation.”

He had used virtually the same rhetoric in 2010, when the previous PISA results were released. Despite the Bush administration’s No Child Left Behind (NCLB) law, which mandated that every child in every school in grades 3–8 would be proficient in math and reading by 2014, and despite the Obama administration’s $4.35 billion Race to the Top program, the scores of American fifteen-year-old students on these international tests were nearly unchanged since 2000. Both NCLB and Race to the Top assumed that a steady diet of testing and accountability, of carrots for high scores and sticks for low scores, would provide an incentive for students and teachers to try harder and get higher test scores. But clearly, this strategy was not working. In his public remarks, however, Duncan could not admit that carrots and sticks don’t produce better education or even higher test scores. Instead, he blamed teachers and parents for failing to have high expectations.

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