Canaan Calling

Education Reform, Writ Large!

College Students And Computer Literacy

Are our schools producing the computer-literate graduates we expect? Sometimes yes and sometimes no, if the college products who walk through our doors are typical.

Corporate computer managers often dread the newly minted graduate who trots in, takes a look at the computing environment and runs off to management saying, ‘Oh, you’ve just got to get X or I can’t possibly do my job.’ X, of course, is either the software or the hardware our graduate used in school.

Recently, I read an alarming sentiment from a university computer manager who fervently hopes Steve Jobs will price the NeXT at about $3,500 so all the manager’s students could afford it. What am I going to do with an employee who thinks computing starts and ends with a NeXT?

And not too long ago, a graduate student at a major university where the Macintosh is the standard student computer told me she couldn’t imagine using an IBM PC. The Mac-PC arguments aside, what is she going to do if she gets hired by a company that not only doesn’t use Macs, but does most of its work on IBM mainframes running CICS?

I worry about the dependency of many of our schools on the largesse of major vendors such as Apple, DEC or IBM. These companies often provide large numbers of free, or heavily discounted, computers to colleges and their students. Why? Because they know the students they capture in school will carry that brand loyalty into corporations.

Scratch a Unix fan in a corporate IBM shop, and you’ll find a student who played Zork on a Berkeley Unix 4.2 system. Look for a guy who specializes in do it yourself mac hard drive recovery, and you’ll find a guy who also knows quite a bit about Windows hard drive failures as well as raid information – more details.

I don’t expect our major universities to become job-training centers for corporations, but we need employees who are not afraid of computers, who understand the basics (such as the difference between a terminal and a PC, and the concept of a file) and have been exposed to enough different systems to understand that they all have strengths and weaknesses.

I don’t know how to fly an airplane, but I know what a plane is, and I know, generally, how it differs from a train or a boat. College students today should be similarly familiar with the differences between microcomputers, minicomputers and mainframes.

We all know diamond-studded MBAs who insist on using Lotus for everything from memos to differential equations, who often spend hours trying to get it to do something that could be accomplished in seconds with a basic word processor or statistical package. I am, quite frankly, amazed as much by their ingenuity as by their attachment to the two-dimensional spreadsheet.

Universities should be teaching students how to think, how to evaluate alternatives, whether the issue is computing or politics. They need to teach students how to learn and how to select the best tool for the job.

If they do, we can handle the details.

posted by admin in Uncategorized and have No Comments

The PC Industry Has Changed; Stayed The Same

It was a decade of polarity. The ’80s began in the deepest recession since the war. Inflation ran rampant and interest rates were the steepest in memory. Hard assets — gold, silver and real estate — dominated investor portfolios.

The decade closed with the greatest peacetime economic expansion in history and soft assets — stocks — in favor. Times haven’t changed, have they?

It was also the period in which the nation completed its shift from a smokestack economy to a service economy. And in a large measure, the personal computer stands as the icon of the decade because the currency of that economy was information; its treasury, the personal computer.

Absolute extremes were clearly reflected in the industry that drove this transition. Expansion rates in excess of 100 percent per year were the norm for the PC market in the early years. And at the same time as the industry was exploding, it was imploding. Technologies grew obsolete at an unimaginable rate; players came and went at a breakneck pace.

Today, as the market settles into a more manageable growth rate, its yearly expansion still makes mature industries green with envy.

Contradictions were also exhibited in the evolution of the distribution channel. This channel was created to serve as the retail delivery system for computers in the predicted explosion of the home computer market — an explosion that failed to materialize.

But corporate America’s zeal for productivity and its seemingly insatiable appetite for PCs filled the vacuum. Retailers repositioned themselves as resellers chasing Fortune customers.

This channel will carry into the new decade many of the problems that plagued it through the 1980s: overdistribution, channel conflict, pricing pressure, a lack of segmentation and differentiation, and the channel’s perceived failure to fully service and support the systems it sells. Indeed, one of the most perplexing dilemmas the industry faces is the issue of how to deliver increasingly complex systems.

But there is also a darker side to the polarity of the 1980s. In a large measure, PCs failed to fulfill their promise. They did not revolutionize society and education. In fact, they served as a wedge between the haves and the have-nots — the information-rich and the information-poor. They served to create a barrier between those who could afford hard drive recovery services, and those that could not. (http://www.harddrivefailurerecovery.net/laptop-data-recovery/). This is the huge wall that must be brought down in the ’10s, the wall that blocks a sizable segment of the population from participating in the information-based service economy.

Absorbed with their own interests and problems, people in the industry may choose to ignore larger issues. But fulfilling the early agenda must be a priority. The industry must assume a leadership role in restructuring the failing American educational system.

Unfortunately, this critical problem cannot be resolved without dealing with poverty. America’s belief that education should be financed locally contributes to the gap between the rich and poor, the well educated and poorly educated. The federal government pays only about 6 percent of the total cost of education, whereas the Japanese government pays roughly half.

Federal priorities and the deficit also contribute to this problem. The Department of Education’s budget for elementary and secondary education in fiscal 1990 grew only 5 percent over that of 1989. The prior year, this budget expanded by 10 percent. Indeed, one reality was left unsaid at the Education Summit convened by President Bush in September: the cost and who was going to pay.

The PC industry is in a unique position to shoulder its share of that tab. Grants of PCs should not be made to middle- and upper-class school districts, but to poverty pockets in the inner cities and among the rural poor. Indeed, the industry should provide, or at the very least finance, personnel capable of teaching computer literacy.

This is the industry’s social responsibility, and at stake is its own growth. The future of any service economy lies in exploiting information. That requires access to information. Without a work force exposed to and capable of using that information, the tools will never be used to their fullest.

posted by admin in Uncategorized and have No Comments

Hitting Mathematics Where It Hurts; Artificial Intelligence

Beyond being “whatever mathematicians do”, mathematics is the study of abstract structures: integers or points in space, for instance, or sets, and sets of sets. The beauty of mathematics is revealed when we develop a deeper understanding of such structures. To cope with mathematical abstractions, people have used practical representations as a way to visualize mathematical ideas ever since they first realized they had ten fingers.

Tracing the history of technology in mathematics, we see the invention and use of the abacus, the quipu, Napier’s bones, and the slide rule, all of which were improved ways of manipulating numbers. Drawings have always been used as a tool to express geometric ideas; Archimedes was slain as he pondered a drawing in the sand. The ruler and the compass were more than just drawing tools to the ancient Greeks. Their use inspired deep mathematical questions as to what could and could not be drawn with them–questions that eventually led to the development of modern algebra.

Recently, with the advent of digital computers, machines have given us even greater insight into mathematical problems. Simulations and computer graphics make it possible to visualize complex ideas and systems. Computers have been used to provide evidence for and identify counter-examples to conjectures in number theory, solving problems that had stood open and unchallenged for hundreds of years. Certain artificial-intelligence programs attempt to find theorems by heuristic methods, and mechanical theorem provers can find proofs for certain theorems, given a conjecture and some axioms.

But perhaps the most substantial impact computers have had on mathematics has been delivered by software systems such as Macsyma, Maple, and Mathematics. Programs like these let users manipulate symbols the way calculators let them manipulate numbers. They are capable of handling many of the unpleasant tasks associated with algebra and calculus in better ways than unassisted people can.

Computer algebra systems have been available to researchers since the introduction of Macsyma in the 1960s. Because they consumed huge amounts of memory, they resided on large mainframes and were consulted as oracles when difficult problems arose. User-unfriendliness, combined with massive resource demands, kept them out of the hands of all but a few mathematicians, scientists, and engineers.

Time and technology have brought about notable changes in this arrangement, however. Computer mathematics systems that can be used on much more modest machines are becoming widely available. Mathematica, for one, runs well on a Macintosh, a 386-based machine, or a Next workstation (on which it is a part of the system software). Since machines capable of running computer mathematics systems (which demand a few MIPS of performance and several megabytes of memory) should become relatively inexpensive and widely available over the next five years, it is reasonable to expect that they will soon be available to the masses. This development could lead to dramatic changes in education, science, and engineering.

What is a computer mathematics system” First, it is a tool for doing numerical mathematics which has capabilites that exceed those of a calculator. Beyond the manipulation of numbers, it is also used as a tool for doing symbolic mathematics. It can do mathematically oriented graphics that are much more interesting than pie charts. Let’s look at some examples of one such mathematics system, Mathematica, in action.

Suppose you have to work with big numbers, bigger than will fit on a calculator, such as

(5906 2953)

And you need to compute this exactly–scientific notation won’t cut it. In Mathematica, which uses arbitrary precision arithmetic, we simply type “Binomial [5906,2953]“, as in Figure 1, and the digits come spilling out.

Or remember yourself back in high-school algebra, laboriously expanding polynomials by the FOIL (first, outer, inner, last) rule. Careless errors constantly foiled your work, but had you had access to Mathematica, you would have been a key-press away from the solution shown in Figure 2a.

A third example concerns the inverse operation of expanding polynomials, that of factoring them. Factorization is well defined mathematically, but simplifying to find the nicest closed form is largely an aesthetic problem. The correct answer, produced by Mathematica, is shown in Figure 2b.

Generations of engineers have lugged around huge tables of integrals, with the hope that the identity they needed was somewhere in the scriptures. Computer mathematics systems make those tables obsolete, as demonstrated in Figure 3.

As powerful as the mind’s eye is, if unaided it can have considerable difficulty in visualizing mathematical surfaces in three dimensions. Computer graphics, however, can make complicated trigonometric functions considerably easier to understand (see Figure 4).

A final example involves the use of series expansions, one of the time-consuming tasks encountered in introductory calculus. I always felt they were taught as a test of character, and didn’t realize until years later that they were useful to approximate functions. In Figure 5 we’ve painlessly taken the first six terms of the power series expansion of a function around x=0.

If you remember the efforts of learning how to do these kinds of operations, you will realize what a boon to mathematics access to systems such as these can be. They have the potential to change the way math is taught and used.
=When portable calculators became widely available, there was a long, loud debate on how they would affect the teaching of mathematics. As the dust settled and it became clear that calculators were here to stay, their existence forced a re-evaluation of what it is students actually need to learn. Most people realized that while it was still useful to know how to add and subtract, extracting square roots by hand, or using a slide rule or logarithm tables, were skills of the past. And yet, there still exist school systems where these things are taught. Imagine the howling when we tell parents and the educational establishment that much of what is taught in algebra and calculus also must change.

It seems fair to assume, however, that within five years many high-school students will have the same sort of access to a computer mathematics system as they now have to a good encyclopedia. Even if mom and dad can’t afford a computer to run it on, there will be one in the school library. This changes the game of what should be taught in school. When students have a program that can manipulate algebraic expressions and do integrals better than a math major, it is clear that obtaining fluency in these manipulations is less important than it used to be. Thus less class time and effort should be devoted to them, freeing the schedule to allow for study of remaining subjects in greater depth or the addition of other subjects to the curriculum.

How should the mathematics curriculum change? It is fairly clear that counting, simple arithmetic, and other basic skills will remain important. The first significant changes will occur in high-school algebra. Much of the year is spent practicing how to manipulate algebraic formulae, which is certainly tedious and error-prone. Once you learn how to use a computer mathematics system, you will never attempt to factor [x.sup.4 + 5x.sup.3 + 9x.sup.2 + 8x + 2 by hand] again. Thus, a significant portion of the year can be freed up, leaving enough time, for example, to explain how computer algebra systems do their thing.

Calculus is usually taught in colleges and universities in a four-semester sequence. The first semester introduces the theory of limits, rates of change, and derivatives. The second semester traditionally concentrates on integration, with most of the time spent on tricks such as integration by parts and a variety of substitutions which are valuable only when you take integrals by hand. The third semester covers multidemensional integration–which is fairly straightforward but tedious–and the fourth semester differential equations, among other topics. With a program to do the formal integration and differentiation, a semester can be cut from this sequence with no reduction of its intellectual content. Since using a computer mathematics system requires practice and experience, these courses can be restructured to teach students how to enlist mechancial aid effectively in solving mathematics problems and what the inherent limitations of such systems are.

posted by admin in Uncategorized and have No Comments

Creating A Business From The Ability To Repair a Failed Hard Drive

Do you own a business venture that needs to know how to repair a failed hard drive? This is an ideal business venture because computer peripherals fail from time to time making your services ideal to many people. However, you should market yourself in order to make sure that you reach out to your potential clients. This marketing venture is done by approaching marketing agencies or placing advertisements on media publications like newspapers, magazines and journals. Attending information technology seminars and symposiums is also a way of reaching out to people whose computer parts have problems. You can also write articles on blogs, websites and discuss related issues with people on online forums. These websites and blogs should have the best choice of colors and layout to catch the eyes of a reader. Content should also be readable and captivating. In addition to that you can seek people close to you to give you relevant recommendations. However, you must budget for this advertising venture in order to make sure that costs are within your budget. Comparing different costs of advertisement is the best way to ensure that you choose the most affordable means of advertising. Also you should choose a means that is accessible to your target market. Before embarking on this, you should make sure that you have sufficient skill to attend to customer requests.

Do you know how to repair a failed hard drive? This is an ideal venture to those who want to buy devices that are not functioning properly. However, you should have enough technical skills to handle these devices. This is because you also need to analyze them accurately in order to determine the main reason why they are not performing properly – click here. You should also have proper knowledge on how to recover user data. This is because some of the people selling to you defective drives may request you to retrieve and hand over files that that they had stored in them. It is also advisable to recover this data in order to make sure that it is deleted in the presence of the owner. This is to avoid future disagreements and getting a bad reputation when data leaks from other sources. Other skills required are basic computer knowledge in order to make sure that you offer proper maintenance services to your customers. Satisfied customers will recommend you to their associates. This is an ideal way to market your business undertaking in order to boost your returns. In order to convince potential customers to buy second hand devices, you must have good marketing and communication skills. This will make it possible for you to convince them accordingly.

posted by admin in Uncategorized and have Comment (1)

Succeeding In American Education

In the business of quality education, nothing succeeds like failure. Every commission report that rails against the mediocrity of our schools translates into a multimillion-dollar government program for education. Every time the literacy rate or the SAT scores decline we get another batch of reforms to raise teacher salaries and fund innovative techniques. No matter what is wrong with the schools, the response is invariably “more”–more spending, more programs, more reports. In the private sector this is called rewarding incompetence. In public education it’s called “investing in our future.”

America has a blind faith in the melioristic power and perfectibility of its public schools. In her outstanding history of post-world War II education, The Troubled Crusade, Diane Ravitch notes the pattern:

Probably no other idea has seemed more typically American than the belief that schooling can cure society’s ills. Whether in the early nineteenth century or the twentieth, Americans have argued for more schooling on the grounds that it would preserve democracy, eliminate poverty, lower the crime rate, enrich common culture, reduce unemployment, ease the assimilation of immigrants to the nation, overcome ethnic differences, advance scientific and technological progress, prevent traffic accidents, raise health standards, refine moral character, and guide young people into useful occupations.

Traditionally, the faith in the wonder-working powers of education was based on the belief that if you could teach people to think well, they would be less likely to fall into poverty, commit crimes, practice racism, or submit to demagoguery. But after 1945, people in and around the Federal Government began to believe in public schools as institutions through which social problems could be addressed directly. Instead of relying on a good education to help blacks get decent jobs that would integrate them into society, the government created a busing program a force integration in the schools. Instead of depending on the standard English curriculum to assimilate immigrants, we now have the Bilingual Education Act, which sponsors curricula in 68 languages, including Siberian Yupik, Aleut, and several American Indian languages that have no written form. Instead of teaching students how to evaluate research reports, or how to understand carcinogens, we now have legislatively mandated health courses telling students not to smoke. The emphasis is on propaganda, not education.

The faith in education is now based on a series of grandiose boasts about public schools’ ability to solve public-policy problems. For example, Lyndon Johnson told the nation, “All our problems come down to a single word, and that word is education.” And last summer, Mary Futrell, president of the National Education Association, demanded more federal aid to the schools with the argument, “Place education first. Everything else will then fall into place.”

Diane Ravitch, who has a tendency to tell a tale and then ignore its moral, smiles on all this. She praises the growth of educational endeavors and concludes her book with the following lump of saccharin: “If it seems naively American to put so much stock in the schools, colleges and universities, and the endless prospect of self-improvement and social improvement, it is an admirable and perhaps even a noble flaw.”

But a quick reading of The Troubled Crusade will be enough to convince one that our faith in the schools’ ability to solve social problems has proved to be a more damaging self-delusion than, say, the Mets fan’s lament, “We’ll get ‘em next year.” Education has historically had an impact on reducing poverty, narrowing the gap between rich and poor, improving public understanding of political issues, upgrading common culture, and reducing the crime rate, but it is not clear that it can continue to do this unless it stops trying to implement programs to address these problems directly. People like Thomas Sowell have argued persuasively about the failure of specific programs. But more than that, the spread of educational undertakings has reduced the schools’ traditional emphasis on reading, writing, and calculating. It has contributed to a decline in critical thinking (even among our best student), it has spread semi-literacy, and it has eroded self-discipline. Trying to solve everybody’s problems, the schools have neglected their own.

The Federal Government deserves particular blame for the diffusion of educational goals because, as Diane Ravitch notes, “Almost every federal program encouraged local education agencies to do something they might not otherwise do,” whether it be to provide career education, offer free medical services or hearing and speech instruction, provide nutritional and hygienic information, or develop innovative teaching methods. In 1970, for example, the Nixon Administration launched the Experimental Schools Program, which offered grants to schools if they could devise a new program organized around “a central theme or educational concept that reflects change from what exists at present to what education ought to be in terms of the needs and aspirations of the learning.” Berkeley, California, won a grant for a program designed to stress ethnic pride. It established one school for blacks only, and one school for Hispanics only.

Most schools respond to these federal- and state-grant opportunities by establishing “socially relevant” courses, usually in the form of university-level disciplines bastardized for high-school consumption. A course teaching computers talks little about hard drive repair, as an example.  A psychology course tells kids how to get along with their parents. A sociology course teaches that high-school cliques are antisocial. An anthropology course tells the students that we should have peace between cultures.

A few months ago, a teacher confronted me with the observation, “I don’t understand all this talk about ‘back to basics.’ The basics were never gone. I’ve been teaching spelling for twenty years.” Teachers have noticed, correctly, that the back-to-basics movement is misnamed. The basics are still there–the problem is that they are now strangled by the government-funded growth of the nonbasics. The need is not to go back to basics, but to cut the bull. After all, how much resonance does a class on how to write a sentence have when it is surrounded in the schedule by a health class on the evils of drinking, an English class on subliminal advertising, and a bachelor-education class on how to make brownies from a packaged mix? And how successful is a computer technician going to be who has mastered the computer languages but doesn’t understand basic mathematical principles?

posted by admin in Uncategorized and have No Comments

California Dreamin’ Turns To Nightmare For Education

That is one ugly California school!

For most of the country, California’s Proposition 13 has become a footnote to an era that’s had a surfeit of talk about tax revolt and tax reform. But eight years and two political cycles later, it’s clear that, for California, Jarvis-Gann, wasn’t a passing fad, but a conscious political decision, institutionalized by two governors and reconfirmed in every election since, to cut taxes, cap public spending, and curtail public services. As a result, California, which was once regarded as a leader among states in progressive government, public education, and social service, is now not much better than average.

Consider the numbers. In a decade California has dropped from sixth to 15th in per capita public spending, from 14th to 29th in spending per $1,000 of personal income. It now spends less than the national average for each child in its public schools (it stands 26th in the nation, between Ohio and Texas), comes in 18th in per capita spending on health and hospitals, and is close to last in spending on highways. It has not started a major water project in more than a decade. Teachers are content to let any and all hard drive failure problems go without any form of data recovery whatsoever. When the legislature approved a three-billion-dollar state program a few years ago to deliver more water to southern California, it was soundly voted down in a statewide referendum. Despite a 20 percent population increase, California’s 1986-87 state budget, in constant dollars, will be almost precisely what it was in 1980-81.

This was the state that a generation ago was described as a place of young upwardly mobile (pre-yuppie) families– a place of new schools and freeways, of high-tech aspirations and unlimited possibilities. In the early sixties, when California surpassed New York as the largest state in the nation, thousands of journalists came out to wonder at it, and to lavish the place with sunbaked hyperbole about the future. California, wrote George Leonard for Look magazine in 1962,’ presents the promise and challenge contained at the very heart of the American dream; here, probably more than at any other place, the shackles of the past are broken. In helping to create the society of the future, a man is limited only by the strength of his ambition, the dimension of his concern and the depth of his courage to face the dangers of his own creation.’

Of course the reality rever lived up to the myth, but of the millions of sun-starved people who moved to California in the past 75 years, enough believed it to demand that the state make every reasonable effort, and some not so reasonable, to make it come true: in schools, in parks, in freeways, in enormous water projects, and in the most diverse and accessible system of higher education ever created.

Much of it, to be sure, is still in place. The University of California, the flagship of that wonderful education system, is alive and well and being treated grandly by the governor and the taxpayers. And California is still more generous to its welfare recipients than any other state– thanks to cost-of-living provisions placed in state law as part of a deal between legislative Democrats and thengovernor Ronald Reagan, who thought it would save money.

But the state’s huge community-college system, once a national model for educational opportunity, is a shambles –highly politicized, without a clear mission, and with uncertain and (on some campuses) non-existent academic standards. Similarly, its public schools are overcrowded, underfunded, and in most measures of performance, just barely average. (California now has one of the highest high-school dropout rates, which climbed sharply when Prop. 13 forced the cancellation of nearly all summer school programs.) Both the community colleges and the elementary and secondary schools are the subjects of sweeping reform commission reports that have lain neglected since they were first submitted, one in early April, the other last November. It is New Jersey and Tennessee that are leading the education reform movement of the eighties, not California.

The reasoning is not hard to find. Here again California prefigures the nation, in its massive demographic shift from an electorate of predominantly young voters with children–and hence presumably interested in schools, parks, playgrounds (all the things cut by Prop. 13)–to one increasingly dominated by older voters whose children are grown. Howard Jarvis and Paul Gann, a pair of elderly curmudgeons themselves, weren’t the first to discover that fact, but they were the first really to understand its political significance. In the Proposition 13 campaign in 1978, they described the state not as a place of young families but of retirees and aging taxpayers unable to pay thier property tax bills. Proportionately there were far fewer people with children in school than there had been a generation before, and many of them were single parents and/or members of California’s rapidly growing minority populations, and thus doubly underrepresented at the polls.

There was, of course, some fiscal truth in the Jarvis and Gann-created image (property taxes were exorbitant in some communities). But the gerontocratic politics they helped to create easily transcended the limited problem of high state property taxes. Just this spring, a large and very overcrowded suburban school district outside Sacramento prepared to float bonds to build new schools, which it badly needs. When some elderly people came in to protest that they wouldn’t get anything out of new schools, the school board voted to exempt property owners over 65 from two-thirds of their share of the cost of amortizing the bonds. Nevertheless, when the matter went on the ballot in April, the elderly voted heavily against it, and it narrowly missed getting the necessary two-thirds vote.

THE TAX-CUT fever is gone, but unless there is some unexpected upheaval, no one will soon repeal Jarvis-Gann or undo its effects. It’s not merely that Governor George Deukmejian, like Ronald Reagan, has steadfastly refused to grant any tax increases to bail out schools or local government, but that increased taxes are no longer an issue, even among liberal Democrats. So far almost no one has seriously proposed restoring to local governments the fiscal authority that Prop. 13 stripped from them, much less succeeded in doing it. Finally, and perhaps most significant, there is a Gann-sponsored measure in the state constitution that, in the next year or two, will cap public spending even if the money is available. The cap, an off-spring of Prop. 13, was enacted as a ballot initiative in 1979. With certain exceptions, it limits increases in the state budget to increases in the consumer price index and population. The rest must be refunded to the taxpayers. Gann makes no provision for the growth or increasing complexity of the state’s economy.

Gann passed in a time of high inflation, when nobody expected that to be a problem. But by 1983-84, as the state’s economy recovered, the gap between real appropriations and the Gann cap began to shrink; it will disappear during the state’s next fiscal year, which begins July 1. There are a great many technical uncertainties about its provisions and some marginal ways of stretching the limit. But sooner or later, Gann’s constraints will set in. They already had a substantive effect in shaping this year’s budget debates and will certainly have more in the future. It’s not simply that the governor is telling the legislators and the school people that Gann prevents him from appropriating more money for schools, but that, for the most part, they accept that explanation.

So far hardly anyone has proposed the repeal of either Gann or Prop. 13. Both seem to be regarded as immutable –laws of nature, not of man. Of course, there has never been any real fiscal emergency, except maybe in the first months after Prop. 13 passed. But neither is there any pervasive sense of concern that California no longer provides the quality of public services that it did a decade ago. Meanwhile the schools–and of course, other public institutions and organizations–cater increasingly to the state’s growing minority population. (In the next few years, more than half the students in the state’s public schools will come from minority groups.) In that respect, as in many others, California is becoming more like a Southern state.

Unless those minority groups develop political power proportionate to their numbers, it will be even less likely that California will either restore the level of public spending it once took for granted or recapture the unbridled optimism that encouraged that spending and so much else. On the contrary, it’s much more likely that the state will be increasingly polarized between the special-interest politics of younger minority groups and the conservatism of an aging white population. That hardly bodes well for good public services or the sense of community that sustains them.

The general cooling of California is hardly an unmitigated disaster. The state can stand a little less of the old lurching between the ecstatic and the demonic. Jim Jones has been forgotten. Patty Hearst now makes the women’s pages as a wife and mother. And Charlie Manson makes periodic appearances before a parole board that will, one hopes, say no forever. Maybe there will be no burning of Los Angeles.

posted by admin in Uncategorized and have Comment (1)

French Surrender In Education? Say It Isn’t So…

Chirac attack!

It appeared to be total capitulation. In the face of spreading, and ever more violent, demonstrations by students, and the threat of a general strike by the major unions, French Prime Minister Jacques Chirac withdrew his controversial university-reform plan. What Chirac’s government had proposed was hardly draconian: a small rise in tuition fees, more autonomy for the state-run and -supported universities in choosing their students, other relatively minor reforms to debureaucratize an overloaded, overcrowded system.

The students who took to the streets in protest, first in some of the smaller cities and then in Paris, were not spiritual heirs of Daniel Cohn-Bendit and the student revolutionaries whose riots in May 1968 resulted, one year later, in the departure of le grand Charles from French public life. These were thoroughly bourgeois students who were asking only for a better chance at a better life. The lot of the French collegian is hard: The universities from the Sorbonne on down are dingy and rundown, the classrooms overcrowded, the lodgings cold and meager, the student cafeterias–the only place they can afford to eat–miserable. Now the government–they thought–was planning to make things even worse by permitting the brighter among them to be chosen by select universities, which would in consequence become more prestigious, while the general run of state colleges slipped even further down the scale. Graduates of the new elite universities would then have a better shot in the narrow job market. That was the nub of the students’ discontent. There is no Ivy League, no Big Ten among French universities (if you discount the specialized institutions called les grandes ecoles, whose graduates end up running France). And now a conservative government was trying to create one.

So the demonstrations escalated: Barricades went up, rocks were thrown, cars burned. In one police action a student died. The Socialists saw a great opportunity here, and the press and TV screens were soon filled with former Socialist cabinet members–among them Lionel Jospin, Pierre Mauroy, Laurent Fabius–parading shoulder to shoulder with the students down Paris’s broad boulevards. The major unions announced a 24-hour general strike in support of the demonstrators (French unions have brought the 24-hour general strike to a fine art) and Chirac capitulated. He withdrew his entire reform package. It was not worth the looming confrontation, the bad press, the potential explosion. His sights are fixed beyond the daily business of government on a date, still unaanounced, in the spring of 1988–the next presidential election. Sharing the limelight as he does with a Socialist president who retains many powers, Chirac must play the waiting game. It is only when, and if, the center-Right runs both the Elysee and the Matignon that Chirac can get down to the real business of reforming France. Meanwhile, let the students return to their classrooms before any further damage is done.

posted by admin in Uncategorized and have No Comments

Schools In Japan – Still Insane?

JAPANESE SCHOOLS HAVE a mixed reputation among American educators. On one hand, there is a certain admiration based on the fact that Japanese students consistently place first in international comparisons, especially in mathematics and science, far ahead of American students. On the other, it is widely believed that their academic success relies almost exclusively on rote memory and a rigid curriculum. Many American educators think that the Japanese have purchased achievement by squelching individuality and creativity.

The Japanese have encouraged a degree of smugness among Americans by their own humility. During the past two years, teams of Japanese educators have been touring American schools, eager to learn how we encourage the development of unusually gifted children. In addition, as I discovered in a recent trip to Japan, their educational leaders typically downplay their remarkable record of academic achievement and focus instead on their problems, such as “school violence.” (In fact, their discipline problems pale in comparison to ours; they worry about children who “bully the weak,” while we worry about children who assault or kill others.)

Many scholars have concluded that there is a causal link between the success of the Japanese economy and the extraordinary effectiveness of the Japanese educational system. The Japanese work force is reputed to be the most literate and skilled in the world. Merry White of Harvard wrote last year that “any worker on the factory floor can be expected to understand statistical material, work from complex graphs and charts, and perform sophisticated mathematical operations.”

The average high school graduate in Japan is said to be as well educated as the average college graduate in the United States. Our high school graduation rate is about 75 percent; theirs is 90 percent. Their achievement even at the elementary level is striking: a study last year by Harold Stevenson of the University of Michigan compared American and Asian children learning mathematics; by fifth grade, the worst Japanese class in the study was ahead of the best American class.

How do they do it? It’s easy enough to identify the factors that cannot be transferred to American soil. Japan is culturally and racially homogeneous; it does not have large numbers of immigrant and minority children to educate as we do. Yet it would be dismal if American educators were to conclude that a pluralistic society cannot educate all children. Surely education is more complicated when children come from diverse cultural backgrounds, but experience has repeatedly shown that children from immigrant and minority families are capable of learning.

JAPAN has a culture that prizes education. Although Japanese expenditure for education is about the same as ours, respect for education as a positive good permeates Japanese life. Japanese mothers are world-famous for stressing, reinforcing, and demanding good education. Harold Stevenson found in his cross-cultural study that whereas Japanese parents are quite critical of the quality of their schools, even when they are producing outstanding results, American parents tend to be satisfied even when their children’s schools are ineffectual.

Not only do the Japanese believe in education as a route to individual and social advancement, they believe that disciplined effort, hard work, brings rewards. Japanese children go to school for 240 days a year (compared to 180 days here), including Saturday mornings. The average Japanese student does two hours per day of homework, compared to half an hour for the average American student.

Perhaps the least attractive feature of the Japanese system is its nearly obsessive emphasis on the national college-entrance examination. Competition to enter the most prestigious universities is fierce and depends almost entirely on the national examination. Students attend cram schools to prepare, and some take the examination year after year in hope of making it into the right university.

Most of the bad press that Japanese education receives in this country is caused by the negative features of what is known in Japan as “examination hell.” Some Japanese educators attribute the nation’s high rate of youth suicide to intense pressure by parents, peers, and teachers to get into the right college. There is nothing comparable to “examination hell” in the United States, nor is there likely to be. Good students here choose among many outstanding institutions, both private and public (some of which are short of students); and admission to college depends on many factors (recommendations, extracurricular activities, high-school grades), not a single exam.

THE Japanese school system has been influenced by us in the past, and we should not be reluctant to learn from their practices. The most important principle in Japanese education is that all children should receive education of the highest quality. Every year, from grades one through nine, all Japanese children study language and literature, social studies, mathematics, science, art, music, physical education, and moral education. During this period, there are few, if any, electives. Children begin a foreign language in the seventh grade (usually English), and most continue to study it for six years.

Children are not divided into ability groups, or placed in curricular tracks like ours (academic, vocational, general). There is a national curriculum, defined in detail by the Ministry of Education. In every subject, the curriculum is carefully sequenced, like a series of building blocks. What is learned in first grade provides the foundation for what is learned in second grade, and so on through the grades. According to the school principals I talked to, slow learners get extra attention from teachers, both during the school day and after school as well.

The madness lives on.

To an American observer, accustomed to the variations and idiosyncratic practices among our 15,000 school districts, the Japanese approach seems at first startling. But the initial impression that the curriculum is rigid and inflexible is misleading. The Japanese appear to have perfected the idea of a developmental curriculum, carefully tied to the interests and intellectual capacity of children; we sometimes call it “mastery learning.” Nothing is left to chance, although a great deal is left to the teacher’s ingenuity and skill.

In science, for example, the emphasis is not on rote memory, but on observation, experimentation, field trips, and direct experience. In first and second grades, children raise plants and animals; observe the physical principles of magnetism, shadows, and the weather; and perform simple experiments with toys, light bulbs, and other everyday objects. From third grade on, the science curriculum centers on three topics: “living things and their environment”; “matter and energy”; and “the earth and the universe.”

In contrast to this well-planned curriculum, which stresses understanding and inquiry and imparts a solid foundation of scientific knowledge, many of our students have little or no science in the elementary years. In American elementary schools, the availability of science depends on whether there is a specialist available and on whether the regular teacher has any science background. Studies have shown that most are not comfortable teaching science.

The same attitude can be found in Japan’s teaching of art and music, which are treated as basic subjects, required for all students throughout their years of compulsory education. In music, students at every grade level learn to listen and to perform. The object is to encourage a love for music, or as the first-grade curriculum puts it, “to make life bright and pleasant through musical experience.” By the end of sixth grade, every student plays at least two instruments. Beginning in the second grade, children learn to read music. I observed a sixth-grade class where the children were listening to the fourth movement of Beethoven’s Third Symphony and writing its theme in musical notation. In the United States, I would expect to see such a class in a college-level music course or in a magnet school for the musically gifted, but not in an ordinary public school.

Art too is a basic, not a “frill.” Learning to produce beautiful things for use and ornamentation and learning how to look at an object and understand its beauty are integral to every child’s education. Children draw, paint, sculpt, and carve. They are encouraged to express their ideas and feelings about their productions. Developing an aesthetic sense appears to be as much a part of the curriculum as learning about nature.

posted by admin in Uncategorized and have Comments (2)

Dekalb Schools Set A Precedent

DeKalb County parents, reportedly worried about the possibility of court-ordered busing, have turned to area private schools as safe educational havens for their children. And some of the more worried have considered moving out of the county.

“To some degree we do understand parents are looking to put their children in private schools,” says Andrew J. Olsen, director of communications for the DeKalb County school system. “There’s always the possibility of forced busing, which we don’t anticipate. We don’t see any indication of a mass exodus from the schools yet.”

Dorris Winecoff, a Realtor with Buckhead Brokers, has been selling homes in DeKalb County since 1964. She says that the community – black and white – is rallying behind the schools. In April, the DeKalb Board of Realtors will visit all the schools in the county so the Realtors can better sell the school system to prospective customers, she says.

Winecoff admits the signs she has gotten have been contradictory. “I have had two or three people looking to move out of the county because of the possibility of busing,” she says. “And, I’ve heard that more are doing that. But I have not listed a house for anyone who is moving because of the schools. And, I’ve had people buy houses because they want to be in the DeKalb County school district.”

Westminster Schools, one of the more prestigious private schools in Atlanta, refused to comment on whether applications were up this year.

However, Brother Paul, headmaster of DeKalb County’s Marist School, says that applications are indeed up this year.

“For the past several years we have averaged about 600 applications for 200 slots,” he says. “This year, we received between 700 and 750. We recently held an open house and it was one of the largest we’ve ever had. When the court ruling about possible busing came down back in September or October, we were absolutely deluged with inquiries.”

Brother Paul says the school is going over the applications and will start the interviewing process.

“The word around town is that applications at the private schools are up because of the court situation,” he says. “Now we’ll be going through the process to find out which applicants are applying because they want the kind of Catholic education we offer or whether it is for other reasons.”

posted by admin in Uncategorized and have Comment (1)

Mike, It Was Really Nothing

Education is all the rage among the presidential candidates this year. It’s the one-word answer to every tough question — how America can boost its productivity and competitiveness, how to stop the AIDS and drug, plagues, how to uplift the underclass. George Bush, desperately looking for ways to distinguish himself from the Reagan administration, says he wants to be known as ‘the education president” (borrowing a line from Lyndon Johnson) and asserts that “education can be our most important trade program, our most important urban program, our best program for producing jos and bringing people out of poverty.” The Democrats are making similarly lavish promises. Michael Dukakis vows that he’ll “work to make America first in the classroom, first in the workplace, first in the research laboratory, and first in the world.”

His war was lost, sadly.

These sentiments are laudable, but the candidates’ records and position papers don’t indicate that they are really very serious about education. Dukakis has signed two major education reform bills, in 1985 and 1988, but most observers give the credit to the state legislature. On the national level, he is not known as a pioneer of education reform — not in a league with Tom Kean of New Jersey, Jim Hunt of North Carolina of Arkansas. Dukakis’s current education adviser, Bob Schwartz, is considered one of the best in the nation, but his predecessor, Gerard Indelicato, give a lackluster performance that ended with an indictment for conspiring to siphon off education funds. He is awaiting trial.

Dukakis’s numbers are mixed. Between 1982, the beginning of his present tenure as governor, and 1986, the Massachusetts high school rate stayed flat, at about 76 percent, and its rank among states dropped from 13th to 18th. The pupil-teacher ratio fell from third in the nation to fifth. But teacher salaries did improve — from 13th to tenth — and so did SAT scores, fromn 11th to seventh. At the very least, the Dukakis record shows signs of effort. For the last two years Massachusetts have led the country in percentage increase in public spending on higher education, though this still leaves the state in 30th place in per capita expenditure.

There is no comparable evidence of effort by Bush. For seven years the Reagan administration has been trying to slash federal education spending. If Bush had any objections, he confined them to his weekly luncheon with the president. As a presidential candidate, Bush is proposing more spending — amounts unspecified — but even some of his supporters admit to being embarrassed by the unimaginativeness of his ideas. Bush speeches do nod in the direction of issues that Secretary of Education William Bennett has brought to the fore — higher academic standards, more parent involvement, and tougher principals — but his actual proposals stop at loan guarantees and tax exemptions for college students. He told the Los Angeles Times that his educational policy consists of “general support for the whole concept of educational excellence. I can’t say I identify with any specific educational goal.”

Dukakis, on the other hand, does have an agenda. Its centerpiece is a $250 million National Teaching Excellence Fund that would provide scholarships for prospective teachers, create a National Teacher Corps modeled on the Peace Corps, and help states expand merit pay plans for gifted teachers. Dukakis also favours some less novel ideas — expanding the war on illiteracy, working harder to stem the dropout epidemic, and expanding loan and grant programs for college students. He places no price tag on the whole program.

What neither of the probable nominees has put forward is what America most needs — a specific strategy for making our education system the best in the world. The country has improved its education system during the Reagan years, even if Reagan’s own contributions have been merely hortatory. Thanks to state and local governments, total expenditures have risen by $25 billion per year since 1980, up to $300 billion. There have been major quality-control improvements as well, including certification testing for teachers and merit pay. but the room for further improvement is immense. If Dukakis or Bush wanted to be a true education president, he would put forward an agenda for wholesale reform, and promise to be its constant national advocate.

Last fall all the candidates were handed such an agenda by David T. Kearns, chairman of Xerox, but not one of them even bothered to respond. It is about to be published as a book, Winning the Brain Race (ISC Press), by Kearns and Denis P. Doyle, an education specialist at the Hudson Institute. If Bush and Dukakis don’t respond this time, the press and public should demand to know why.

“Public schools have failed to protect monopolies,” Kearns and Doyle write. “They should succeed alies,” Kearns and Doyle write. “They should succeed in a free market governed by supply and demand, where individual schools compete with each other for faculty and customers.” This sounds vaguely like the idea championed by Bennett and other conservatives — pitting private and public schools against one another through tuition tax credits or education vouchers, so the parents could “buy” the best education available. But the two approaches differ in an important way. Critics have cast the Bennett proposal as a cynical ploy to shrink slowly the role of the government, relieving upper-class, private-school families of the tax burden that now goes toward the education of the masses. The Kearns-Doyle proposal isn’t vulnerable to this charge, because it confines the state-sponsored competition to the public sector. Kearns and Doyle would give parents the opportunity to sent children to any public school in their town or region, with the child’s allotment of state funding going to the school chosen. Teachers, similarly, would be free to market their talents to any school. Good schools wouldn’t attract pupils and teachers; bad schools wouldn’t and local or state school officials would have to do something about it — such as finding a new principal.

In effect, every school in a participating district would become a “magnet” school — of the type of the parents in some school districts have camped out in the rain to get their children into. Principals and faculties would choose the school’s curriculum and specialities, and thus its distinctive character (they would “buy” the necessary support services from the district office), instead of having policies dictated by higher authorities. The district would be responsible for maintaining academic performance standards and ensuring racial balance.

The Kearns-Doyle plan includes a number of aspects not essential to this “universal magnet system” but nontheless worth pondering. In addition to the obligatory toughening of standards for students and teachers, they propose that schools stay open all year round. (American kids now attend school 180 days a year, and Japanese children, 240.) Schools would also be open longer to provide flexible scheduling and healthy place for children of working parents to spend time. Students would graduate when they had accomplished set academic tasks, rather than after a set number of years; the idea is to let brighter and more diligent students graduate early and to dilute the stigma of repeating a grade.

Taken as a whole, the Kearns-Doyle plan would be quite expensive. But the core of the proposal — the public school voucher system — might not be. The authors suggest federal grants of $50,000 as an incentive for school districts to design and implement these universal magnet systems. Granted, if all 15,500 districts jump at the chance, this will prove a pricey experiment. But if, as Doyle and Kearns contend, the program winds up saving states money through thriftier management at the level of individual schools, it may eventually proliferate without aid.

posted by admin in Uncategorized and have No Comments

Education Listens To Industry In The UK

The national curriculum is a brave and important reform, but even when it has been implemented the UK educational system will not provide the kind of education needed by modern industry. In his new work, The Competitive Advantage of Nations, Harvard’s Michael Porter succinctly describes the faults of the British system of education: |The result of such an educational system is a study in contrasts. On the one hand, there is a pool of outstanding people well qualified for professional services, consultancy, software, publishing and the like. The upper tier of the human resource pool remains well trained and low-cost compared to other nations … On the other hand, there is a serious problem confronting the bulk of industry. The British workforce is well behind in education and skills compared with that of many other advanced nations.’

British industry needs, therefore, to say clearly what knowledge and skills ought to be developed. We should not be tempted to formulate educational provision in terms of specific occupations, but there are some general statements that can be made. First of all industry must say forcefully that it does not need just a small, well-educated elite but a mass, well-educated labor force. Studies by Professor Prais and his team at the National Institute of Economic and Social Research have provided plenty of evidence to show that productivity on the factory floor is directly attributable to the knowledge and skills of the workers.

Secondly, the point must be made that if industry in the UK is to regain its technological edge we are going to need more people with managerial and financial responsibilities who understand the technological potential of their industry. If we don’t, we won’t get the applied innovations which are so essential for world leadership. Thirdly, industry needs to have a greater supply of people in its middle ranks with strong vocational skills.

British industry needs also to say what further reforms it would like to see. There are four areas where I would like to see action. Firstly, to compete industrially we need to raise the level of literacy and numeracy of our young people. Maths provides the foundation for modern technology and for much commercial and office work. A high level of attainment in this area will mean that vocational training given within industry will be more effective and worthwhile. But what do we find? While only about a third of our school children achieve the equivalent of a maths O-level pass, roughly twice this proportion achieve a comparable standard in West Germany, and Japan appears to be even further ahead. The national curriculum should help here, but it will only do so if definite targets are set to raise the average level of attainment and narrow the expected spread.

A second area of concern for any industrialist, given the shortage of people with an intermediate level of skill, must be the number of young people who remain in full-time education until 18. In the US, Japan and South Korea, more than 85% of 16-year-olds stay on; here the proportion is less than 50%. Of the other European countries only Greece has a lower proportion of 16-year-olds in education. As soon as possible we should seek to move towards a situation where between 80% and 90% of our school children voluntarily continue in some form of further education or training until 18. But what form should this education take?

The cheap and simple answer would be to copy the apprenticeship systems of West Germany, Austria and Switzerland, which combine training in companies with further education. An alternative is the French route where less academic children go to vocational schools from 14 to 18 and end up with craft-level qualifications, or attend various higher-level vocational baccalaureat courses for 16 to 19-year-olds, which produce technician engineers with managerial skills.

A third model is provided by Denmark which has been moving towards a system in which all young people remain within the same college between the ages of 16 and 18. If they choose the vocational route, they go into a two-year apprenticeship at 18, having done preparatory work for it at college.

There are arguments for each of these systems. We need urgently to chose one or a mix of them. We must then work hard to create a technical stream in our schools which will capture the interest and enthusiasm of pupils who excel in practical rather than theoretical subjects.

The third area where I would like to see change is in A-levels. The single-subject system is very different from that of other countries where a broad mix is compulsory. In Japan, eight to 10 subjects are studied for university entrance; in France it is seven. As a result of our premature specialization we get the absurd situation of many arts graduates giving up maths at 15, and many scientists and engineers going into industry who have given up English and foreign languages.

Finally, we will need to increase the number of students going to universities or polytechnics in the next decade. But we need universities, along the lines of the German Technische Hochschule or the French Grande Ecole, which will have the clear goal of educating and training the next generation of British managers.

posted by admin in Uncategorized and have No Comments