平凸雜談
才高五鬥不覺恥，水灌一壇隻作癡。凸情不枉君付意，子誌難琢我化石。
【Script】暫時懶得翻譯了，反正這裏沒有讀不懂英文的。
America has the best and worse education system in the world.
On one hand, we are endowed with a college education that produces the best scientists, engineers, writers, artists, and entrepreneurs in the world. I should have said there is only a few Gates and Zuckerbergs. The colleges that fulfill our American dreams are also leading us enroute for broader social equality. They balance the demographics and socioeconomics with academics among their applicants.
On the other hand, our K-12 education has been struggling for at least 40 years as we’ve known it, since A Nation At Risk was published by the Reagan administration. The standardized tests that let us see the problem are now demonized as something not designed to tell what kids are taught in classrooms, but what money is about. These tests, which originated from America, are only able to assess Finnish, Japanese, Singaporean, and even Chinese students.
Putting both pictures together, it is clear that our education system is out of synch.
- The K-12 classrooms can no longer teach what is whole-worldly valued, both in test and in admission.
- The College admission does not treat classroom and test academics as much as they used to do.
- Tests, still in line with students’ intelligence level, no longer mark either classroom or admission success.
The results? America is running short of engineers and scientists around its workplaces. According to Smithsonian, there are 2 and half million STEM jobs left unfilled yearly. In every college, contrarily, 1 to 2 thirds of students who enter as engineering majors drop out simply because they are unable to maintain the required academics.
We are also missing out STEM teachers in K-12 classrooms. In U.S. public schools, demands for new teachers, especially in math and science, outpace the supply by more than 100,000. Schools simply cannot find willing and qualified American candidates, but merely 3,500 foreign teachers are hired to teach in America each year. This’s because visa is another big issue to get foreign teachers quickly on board. It’s not only Trump who has not made this problem easier.
So, American students are under-taught in STEM subjects. The famine on math and science teachers is even growing at a growing rate. That is the fundamental cause of supply deficiency in engineers in our economy.
Many highly ranked colleges in America denote their education as the inequality solvers. Admissions have been increasingly tilted towards equality measures for well beyond a decade. Top students are often guided to pour their extra-curricular hours into Rwanda, Myanmar, and Nepal on funded philanthropic projects. Holistic evaluations take into account of candidates’ local and racial backgrounds. It seems the Harvards and Princetons alike have been socially more equal than anywhere else.
Along with inequity in colleges appearing to soften, the lack of teachers and student deficiencies in math and science are still widened. American education is still suffering inequity. But it seems more obvious that we have lowered our education quality while making it more socially equal. It is now both a quality and an equality problem that is troubling us all.
Our eyeballs and respects, both as citizens and parents, have made up the ranks of elite colleges so that they attract more and more our talented sons and daughters even in this pandemic. As colleges expand their fame, wealth and applications in decades, our kids suffer more in schools on things they are supposed to learn and enjoy. Did any of these colleges tell us that the leadership, the altruism and the creativity they touted through admission won’t help slow, stop or reverse the American K-12 deteriorating?
One thing always correlates with students’ math and science performances, and predicts their potentials in STEM fields is the standardized tests. To those education professionals who doubt the integrity of tests, here is a question for you. Why are these tests measuring students in all other countries well, but not on the American students as you deemed? Are you surely able to teach American students into Martians that shouldn’t be evaluated by an Earthly assessment?
This video is meant to raise critical questions, yet provide definite answers.
美國不乏聰明之人，社會以財富論英雄，而獲取財富又以金融業為最。聰明學生大多選擇學習金融。其次，是貿易。那些聰明又信奉努力就可以致富則去學醫，用時間，辛苦達到小康（與金融相比）。這種價值觀既浪費了不少社會和個人資源，又毀了人才。
一個高度value金融致富的社會，年輕人怎麽會崇尚科學技術？金融，醫學奪走了最聰明的，剩下的mediocre去讀最需要聰明智力的科學技術，當然學不好。好的不學，學的沒那麽聰明。
美國是世界上唯一的提供免費高中教育的國家。殊不知許多人是達不到那個水平，畢業率是85%。而真正達到畢業水準的在50%-60%之間。
毫無疑問，一些優秀的教師使用的教育方法可以造就非常優秀的成功人才，他們著重於思維方式的訓練，而非信息的積累。這一點值得稱讚。
人，生而不同，日後有不同的結果再正常不過。一個天生的慢性子，非要用工作快慢做標準，失敗正常。一個天生小個子，去非要以跳的高度論成敗，非輸不可。一個弱小的和強壯的較量力量，結果顯而易見。人們承認physical的 不同造成不同結果，所以舉重比賽要限製體重，否則不公平。可是人們卻以為教育可以使智力不同的人表現出一樣的成績。
賈平凸：No。您以後應該說，隻要自己能出成果。
賈平凸：在美國同工不同酬，亞裔的pay rate比白人低50%，比黑人也低20%。我們隻是更願意多幹幾小時，total pay看起來好像還行。反正以後不給夠錢地讓我幹活，我是再不幹了。
'pltc63' : 什麽最好？從哪些方麵做判斷？它的科研好成果多都是錢堆起來的
賈平凸：錢，大都是發給科研人員的work pay吧。把錢堆到這些人身上，應該的吧。比給那些政客好多了