平凸杂谈
才高五斗不觉耻，水灌一坛只作痴。凸情不枉君付意，子志难琢我化石。
【Script】暂时懒得翻译了，反正这里没有读不懂英文的。
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.
美国不乏聪明之人，社会以财富论英雄，而获取财富又以金融业为最。聪明学生大多选择学习金融。其次，是贸易。那些聪明又信奉努力就可以致富则去学医，用时间，辛苦达到小康（与金融相比）。这种价值观既浪费了不少社会和个人资源，又毁了人才。
一个高度value金融致富的社会，年轻人怎么会崇尚科学技术？金融，医学夺走了最聪明的，剩下的mediocre去读最需要聪明智力的科学技术，当然学不好。好的不学，学的没那么聪明。
美国是世界上唯一的提供免费高中教育的国家。殊不知许多人是达不到那个水平，毕业率是85%。而真正达到毕业水准的在50%-60%之间。
毫无疑问，一些优秀的教师使用的教育方法可以造就非常优秀的成功人才，他们着重于思维方式的训练，而非信息的积累。这一点值得称赞。
人，生而不同，日后有不同的结果再正常不过。一个天生的慢性子，非要用工作快慢做标准，失败正常。一个天生小个子，去非要以跳的高度论成败，非输不可。一个弱小的和强壮的较量力量，结果显而易见。人们承认physical的 不同造成不同结果，所以举重比赛要限制体重，否则不公平。可是人们却以为教育可以使智力不同的人表现出一样的成绩。
贾平凸：No。您以后应该说，只要自己能出成果。
贾平凸：在美国同工不同酬，亚裔的pay rate比白人低50%，比黑人也低20%。我们只是更愿意多干几小时，total pay看起来好像还行。反正以后不给够钱地让我干活，我是再不干了。
'pltc63' : 什么最好？从哪些方面做判断？它的科研好成果多都是钱堆起来的
贾平凸：钱，大都是发给科研人员的work pay吧。把钱堆到这些人身上，应该的吧。比给那些政客好多了