Need For Change Presentation By H Domjan

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The Need for Change An American Educational Dilemma

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There is an American Educational Dilemma that must be encountered and dealt with in order for our students to have the opportunity to succeed in a globalized economy. This ppt is to be used as an awakening of ideas and exposure to what our current educational system is not and its implications on each generation.

Transcript of Need For Change Presentation By H Domjan

Page 1: Need For Change Presentation By H Domjan

The Need for Change An American Educational Dilemma

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What evidence gives us the right to think that the United States needs change in the educational system?

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The number of U.S. students who graduate The number of U.S. students who graduate from high school in 4 years: from high school in 4 years:

7 out of 10

Education Week, 6-11-2009

President Obama demands the following:

The nation raise its educational sights even higher, asking all Americans to commit at least one year of education after high school.

The U.S. retake a pre-eminent place in the global education arena by having the world’s highest proportion of college graduates by 2020

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• 4 out of 5 of these students had a high school GPA of 3.0 or higher.

• More than half described themselves as good students who worked hard and completed their assignments.

• These students did everything right in high school-the advanced classes and good grades.

Strong American Schools

So, who are they?

Over 1/3 of all college students who require remedial courses in order to acquire basic skills.

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The amount of remedial students who wished their high school classes were harder so

they would have been prepared for college.

The estimated cost of remediation in

public colleges:

$2 Billion

Nearly 50%Strong American Schools

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We not only need to get more students into We not only need to get more students into college, but we need them to earn their college, but we need them to earn their diplomas. diplomas.

The U.S. ranks 15th out of 29 developed nations in The U.S. ranks 15th out of 29 developed nations in terms of degrees granted.terms of degrees granted.

Marty Nemko, known as the Ralph Nader of Marty Nemko, known as the Ralph Nader of Education, stated that “for those aspiring college Education, stated that “for those aspiring college students who finished in the bottom 40 percent of students who finished in the bottom 40 percent of their high school classes, but went on to attempt to their high school classes, but went on to attempt to secure a four-year degree right out of high school, secure a four-year degree right out of high school, roughly two-thirds had studied for the better part of roughly two-thirds had studied for the better part of eight and a half years without obtaining a diploma.”eight and a half years without obtaining a diploma.”

Open Education

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““Only 23 percent of Only 23 percent of the 1.3 million high-the 1.3 million high-school graduates of school graduates of 2007 who took the 2007 who took the ACT examination ACT examination were ready for were ready for college-level work in college-level work in the core subjects of the core subjects of English, math, English, math, reading, and reading, and science.”science.”

Open Education

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What is the Value of a Diploma? In 2000, Public Agenda's survey, Reality

Check 2000, found that only 39% of employers thought that having a high school diploma meant that the student "has at least learned the basics."

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College degrees earned in 6 years:

41% of African-American students

47% of Hispanic students

51% of White students

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Out of 23 countries in a 5 year Out of 23 countries in a 5 year span from 2000-2005, the U.S. span from 2000-2005, the U.S. was the only country that showed was the only country that showed NONO increase in the percentage of increase in the percentage of its population obtaining a its population obtaining a postsecondary degree.postsecondary degree.

Strong American Schools, 11-5-2008

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“A graduate of a four-year college will make almost $1 million more than a high school graduate over a lifetime,” Neil Sullivan, executive director of the Boston Private Industry Council, told the Globe. “We need to help students every step of the way to earn the prize: a college degree.”

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Annual Earnings of Young Adults

In 2007, young adults ages 25–34 with a bachelor’s degree earned 29 percent

more than young adults with an associate’s degree and 55 percent more than young adult high school completers.

The US Department of Education, 2009

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Will what you teach students today give them the skill sets needed to earn a decent living tomorrow?

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“Kids just out of school have an amazing lack of preparedness in general leadership skills.”

Mike Summers, Vice President

Global Talent Management at Dell

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Let’s Pay AttentionLet’s Pay Attention!!

http://www.teachertube.com/viewVideo.php?video_id=448&title=Pay_Attention&vpkey=&show=all

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Ask Yourself

What impact will schools have on students as they enter the market place upon graduation?

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Postsecondary Degree Benefits

Increase in personal

income and quality

of life Productivity increases

Economic growth

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By 2014 over half of all new jobs will require at least some college.

By 2020, the nation may face a shortage of more than 14 million workers with skill sets obtained in postsecondary education or training.

Future Economy

The Bureau of Labor Statistics

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• Home health aidesEarn up to $20,184

• Network systems and data communication analysts

Earn up to $43,000 +

• Medical assistantsEarn up to $28,000

• Environmental EngineersEarn up to $77,970

Top Job Earnings

Forbes, 3-12-2007

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Is our educational system Is our educational system meeting the proficiency level meeting the proficiency level and rigor of curriculum and rigor of curriculum found in other countries?found in other countries?

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Can American high schools take sole responsibility for our educational position in relation to other foreign countries?

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Do U.S. students really know what they have been

taught?

UNICEF STUDY FINDINGS (2003):Purpose: Survey what 14-15 year olds knew

and could do in reading, math, and science

in 24 countries.

Who Ranked Where?

1. South Korea2. Japan3. Singapore18.United States19.Germany

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According to the National Assessment of Educational Progress (NAEP) standards:

31% of U.S. 8th graders are proficient in mathematics.

73% of 8th graders are proficient in math in one of the highest-achieving countries, Singapore, according to the AIR study.

In other words, bringing virtually all 8th graders in the United States up to a NAEP-like level of proficiency in mathematics constitutes a challenge no country has ever mastered.

Report by Education Next

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T.I.M.S.S. shows a steady decline in the performance of American students from grades 4 to 12 when compared to their peers in other countries.

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T.I.M.S.S.

• The content in U.S. eighth-grade mathematics classrooms is at a seventh-grade level in comparison to other countries.

• Topic coverage in U.S. eighth-grade mathematics classes is not as focused as in Germany and Japan.

• U.S. eighth-grade mathematics classes require students to engage in less high-level mathematical thinking than classes in Germany and Japan.

The U.S. Curriculum

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"The United States focuses more on procedure, and we try to teach many topics fast. Other countries tend to break topics up and go much more in-depth. They work on the concept, not just the procedure," Marsh said. "Countries that did well in rankings focused on teaching the ideas and taught a few topics a year.

David Marsh, a professor at the USC Rossier School of Education.

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U.S. Classroom InstructionU.S. Math

TeachersJapanese Math

Teachers Teach students how

to do… Teach students

how to learn and understand.

Familiarity with reform recommendations

Widely practices U.S. math reforms

Little Staff Development

Large amounts of Staff Development

T.I.M.S.S.

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Achievement Gaps

National average reading scores of 4th- and 8th-graders were higher in 2007 than in 1992 by 3 or 4 points.

The reading score of 12th-graders was 6 points lower in 2005 than in 1992.

In 2007, students in grades 4 and 8 showed improvements from all previous NAEP

assessments at all mathematics achievement levels.

The Condition of Education, 2009

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T.I.M.S.S.

U.S. high school physics seniors scored last among 16 countries test.

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Percentage of U.S. students who scored below basic achievement levels in 4th grade science.

34

% in 8th grade science?

43

Houston Chronicle 6-9-2009

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The reading literacy rate for 15 year olds in the U.S. is barely above the average for western countries. Test results position these age students in fifteenth place among thirty-one industrialized nations.

Declining US Reading Rates, 12-14-07

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College students lack the necessary basic skill sets to succeed when entering college. As a result, those U.S. degrees in science or engineering are not studied causing a great deficiency in the ability to compete on a global market.

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60% of students at top American computer-science departments are foreign born.

Houston Chronicle 8-8-2008

“How Our Culture Keeps Students Out of Science”

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“ “American 4American 4thth graders rank among graders rank among the top students in the world in the top students in the world in science and above average in science and above average in math. By 8th grade, they have math. By 8th grade, they have moved closer to the middle of the moved closer to the middle of the pack. By 12th grade, our students pack. By 12th grade, our students score near the bottom of all score near the bottom of all industrialized nations. As a result, industrialized nations. As a result, too many of them enter college too many of them enter college without even the basic skills without even the basic skills needed to pursue a degree in needed to pursue a degree in science or engineering.”science or engineering.”

Bill GatesBill Gates

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“Students need to feel something like a calling for science to surmount the numerous obstacles on the way to an advanced degree.”

Max Weber, Science as a Vocation

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1996-2005 3% Drop in 12th graders

scoring proficient in science.

Scores are declining in all the sciences—earth, physical, and biological—precisely at a time when Americans must confront urgent environmental problems and complex ethical questions related to new technologies.

Strong American Schools

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In math, America has a below average proportion of top performers; our best math students rank 24th when compared with top performers in 29 other countries.

A Stagnant Nation

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Country Days of School

China 251

Korea 225

Japan 223

Taiwan 222

Israel 215

Switzerland 207

Italy 210

Russia 195

England 190

Canada 188

USA 180

International Average 193

So, how much time is left to teach?

Sources: National Center for Education Statistics

T.I.M.M.S. Boston College

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The greatest enemy of understanding The greatest enemy of understanding is coverage. As long as you are is coverage. As long as you are determined to cover everything, you determined to cover everything, you actually ensure that actually ensure that mostmost kids are not kids are not going to understand. You’ve got to going to understand. You’ve got to take enough time to get kids deeply take enough time to get kids deeply involvedinvolved in something so they can in something so they can think about it in lots of different ways think about it in lots of different ways and apply it-not just at school but at and apply it-not just at school but at home and on the street and so on.home and on the street and so on.

– –Howard Howard GardnerGardner

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Only 28% of 12th grade high school students believe that school work is meaningful.

21% believe that their courses are interesting

Only 39% believe that school work will have an impact on their success in later life.

These are the opinions of those students who will graduate. What does that leave for those who see no future in themselves?

National Center for Education Statistics, 2006

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Did You Know?http://www.teachertube.com/viewVideo.php?video_id=3051&title=Did_You_Know__2_0&vpkey=&show=all

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Dropping out is often described as a process, not an event, with factors building and

compounding over time.

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2007 Drop Out Rates Number of persons between 16 and 24 years of age who were high school dropouts?

16% 60.1% were men 18.8% were African American 30.1% were Hispanic

Which states had the highest dropout rates?

Georgia-22.1%, Florida-20.1%, and Texas-18.5%

Center for Labor Market StudiesLeft Behind: The Nation's Dropout Crisis

May 5, 2009

Center for Labor Market StudiesLeft Behind: The Nation's Dropout Crisis

5-5- 2009

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• 1 out of 3 American high school students leave school without a diploma.

• High school dropouts are 72% more likely to be unemployed than those who graduate.  Many  of those that leave a formal education behind will never have a job.

Betsy L. Angert: Dropout Nation;

Communities Can Cure The Silent Student Epidemic

12-5-2007

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• 47% said classes weren’t interesting

• 69% said they were not motivated or inspired to work hard

• 70% could have graduated if they tried

• 38% believed they had “too much freedom” and

not enough rules.

Dropout Reasons

The Silent Epidemic: Perspectives on High School Dropouts

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Consequences of Dropping out

– $300 billion in lost wages, lost taxes, and lost productivity due to dropouts from the class of 2007.

– $192 billion in lost income and taxes due to each cohort of dropouts.

– Nearly 44 percent of dropouts under age 24 are jobless.– A dropout is more than eight times as likely to be in jail or prison

as a high school graduate and nearly 20 times as likely as a college graduate.

– The unemployment rate of high school dropouts older than 25 is more than three times that of college graduates.

– The poverty rate for families headed by dropouts is more than twice that of families headed by high school graduates.

The Broad Foundation Education

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U.S. Dept of Health and Human Services

Can Dropouts Survive?

2009 Poverty Guidelines

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U.S. Census, 2006

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• Nationwide, 18% of children live in families that are considered officially poor (13.2 million children).

• 21% of children under age 6 live in poor families

• 16% of children age 6 or older live in poor families

• The number of children living in poverty increased by 15 percent between 2000 and 2007.

National Center for Children in Poverty

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• With a poverty rate of 16.2%, Texas has the 5th highest poverty rate in the United States, a position it shares with West Virginia.

• The worst poverty in Texas occurs in both isolated rural counties of southern and western regions of Texas

How Does Texas Fair in Regards to Poverty?

U.S. Census, 2006

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200

220

240

260

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Boston Chicago LosAngeles

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Houston New YorkCity

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NAEP 2007 Grade 4 Reading,Poor-Non Poor Gaps

Poor Non-Poor

The Education Trust, Inc. 2007

Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde

Cities are arranged by gap size starting with the smallest gap on the left.Non-poor scores are not available for Cleveland.

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NAEP 2007 Grade 4 Math,Poor-Non Poor Gaps

Poor Non Poor

The Education Trust, Inc 2007

Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde

Cities are arranged by gap size starting with the smallest gap on the left.

Non-poor scores are not available for Cleveland.

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Is the United States Global Enough?

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“The people who are potentially loosing their competitive edge are the Americans.”

Robert Reich

Former U.S. Secretary of Labor

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Today's students need to master 7 survival skills to thrive in the new world of work.

1. Critical Thinking and Problem Solving2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination

School Change 10- 2008

2121stst Century Survival Skills Century Survival Skills

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“The challenge is this: How do you do things that haven't been done before, where you have to rethink or think anew? It's not incremental improvement any more. The markets are changing too fast.”

Ellen Kumata, Managing partner at Cambria Associates

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Would Improving Math Help the Would Improving Math Help the U.S. Compete Globally?U.S. Compete Globally?

Economists estimate that if the U.S. could Economists estimate that if the U.S. could improve its math and science achievement improve its math and science achievement so that its students become globally so that its students become globally competitive, the U.S. gross domestic competitive, the U.S. gross domestic product could eventually grow by an product could eventually grow by an additional 36 percent.additional 36 percent.

American Diploma Project Network

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Adopt National Standards to help children compete

Houston Chronicle Report, 6-9-2009

• “Closing the science gap between U.S. and international students could have increased America’s gross domestic product by $1.3 trillion to $2.3 trillion in 2008.”

• “Closing the racial gap in science scores among U.S. students might have added another half trillion dollars.”

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As production becomes more specialized and more reliant on precision machining, there is concern of a widening skills gap between what young people are learning in school and the specific needs of manufacturers.

American Manufacturing Association

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Manufacturing Industry Week

• Manufacturing accounts for $1.5 trillion in gross domestic product (GDP).

• If U.S. manufacturing was a country, it would be the 8th largest economy in the world.

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• U.S. engineering graduates declined by 20 percent between 1985 and 2000.

• Enrollment of women in U.S. engineering programs was only 20 percent of total enrollment in 2003.

• Large engineering companies intend to outsource 10-20% of their workforce in the next few years.

The Epoch Times, 11-23-2005

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To compete in the new global economy, companies need their workers to think about how to continuously improve their products, processes, or services. The heart of critical thinking and problem solving is the ability to ask the right questions. As one senior executive from Dell said, “Yesterday's answers won't solve today's problems.”

School Change Consulting

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“America is the one country in the world that doesn’t seem to recognize that it’s in competition for the great minds and capital of the world.”

Tim Draper Silicon Valley Venture Capitalist

2 Million Minutes

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“Technology has allowed for virtual teams. We have teams working on major infrastructure projects that are all over the U.S. On other projects, you're working with people all around the world on solving a software problem. Every week they're on a variety of conference calls; they're doing Web casts; they're doing net meetings.”

Christie Pedra, CEO of Siemens

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Report from ETS

1/10 say that students graduating from America’s public schools have faced high expectations, and must improve to retain its competitive position in the world.

51% say that schools are coming up short or falling behind in teaching the basics, maintaining high standards and challenging all students

65% of administrators and the public agrees that schools are coming up short supporting struggling students and preventing dropouts.

74% favor making sure that teachers are experts in their subjects, demonstrating how central quality teaching is to education.

76% say that America’s ability to compete in the world would be weakened if 25 years from now high schools have not changed and still are operating the same as they do now.

How Rigorous is the U.S. Curriculum ?

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Educational Workforce

• Large teacher shortages in math and science

• More than 1/3 of math classes in U.S. middle and high schools are taught by someone who lacks even a college minor in a math-related field.

• More than 12 million American students in grades 7 to 12 are taught academic courses by teachers who have no college degree in the subject they’re teaching.

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• Staff development for teachers is becoming more fragmented as the years pass.

• “American teachers are not given as many opportunities for on-the-job training as their international peers, and their effectiveness appears to suffer as a result.”

Education Week

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America’s culture is irrevocably tied to a America’s culture is irrevocably tied to a multicultural population, and it’s time that multicultural population, and it’s time that educators start adapting their curriculums educators start adapting their curriculums and language practices to meet the and language practices to meet the changing racial dynamics. changing racial dynamics.

The Daily Cardinal

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2040: Minorities will become the 2040: Minorities will become the majority majority

2050: The nation’s children will be 2050: The nation’s children will be 62 percent minority, up from 44 62 percent minority, up from 44 percent today. percent today.

In 2050, will we still tell the same In 2050, will we still tell the same perspectives of American history in perspectives of American history in our social studies classes or de-our social studies classes or de-emphasize languages other than emphasize languages other than standardized English in our standardized English in our classrooms? classrooms?

The Daily Cardinal, 2-11-2009

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• 46 States and the District of Columbia agreed on June 1, 2009 to move toward uniform learning goals in reading and math. However, science was left out.

• Texas is not one of the 46.

Unification of Curriculum?

Adopt National Standards to help children competeHouston Chronicle Report, 6-9-2009

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What do you want for your children’s What do you want for your children’s future …is change inevitable? future …is change inevitable?

Even our "best" schools are failing to prepare Even our "best" schools are failing to prepare students for 21st-century careers and citizenship. students for 21st-century careers and citizenship.

It's time to hold ourselves and all of our students It's time to hold ourselves and all of our students to a new and higher standard of rigor, defined to a new and higher standard of rigor, defined according to 21st-century criteria. It's time for our according to 21st-century criteria. It's time for our profession to advocate for accountability systems profession to advocate for accountability systems that will enable us to teach and test the skills that that will enable us to teach and test the skills that matter most. Our students' futures are at stake. matter most. Our students' futures are at stake.

Tony Wagner, Co-director of the Change Leadership GroupTony Wagner, Co-director of the Change Leadership GroupHarvard Graduate School of EducationHarvard Graduate School of Education