There is also a sobering league table (if your children live in Europe or the US) in the article:
Above all, though, there has been a change in the quality of the debate. In particular, what might be called “the three great excuses” for bad schools have receded in importance. Teachers’ unions have long maintained that failures in Western education could be blamed on skimpy government spending, social class and cultures that did not value education. All these make a difference, but they do not determine outcomes by themselves.
The idea that good schooling is about spending money is the one that has been beaten back hardest. Many of the 20 leading economic performers in the OECD doubled or tripled their education spending in real terms between 1970 and 1994, yet outcomes in many countries stagnated—or went backwards. Educational performance varies widely even among countries that spend similar amounts per pupil. Such spending is highest in the United States—yet America lags behind other developed countries on overall outcomes in secondary education. Andreas Schleicher, head of analysis at PISA, thinks that only about 10% of the variation in pupil performance has anything to do with money.
Many still insist, though, that social class makes a difference. Martin Johnson, an education trade unionist, points to Britain’s “inequality between classes, which is among the largest in the wealthiest nations” as the main reason why its pupils underperform. A review of reforms over the past decade by researchers at Oxford University supports him. “Despite rising attainment levels,” it concludes, “there has been little narrowing of longstanding and sizeable attainment gaps. Those from disadvantaged backgrounds remain at higher risks of poor outcomes.” American studies confirm the point; Dan Goldhaber of the University of Washington claims that “non-school factors”, such as family income, account for as much as 60% of a child’s performance in school.
Thursday, September 22, 2011
What makes a good school?
From the economist this week an in-depth look at the changing approaches to education. Very interesting reading for anyone interested in how children will (or won't) be educated in the coming years (Economist):