Academic Rigor: How Hard Is Too Hard?
July 8, 2008
An email blast was sent out to a bunch of us educational bloggers from the nice folks over at www.2mminutes.com, letting us know that they’ve got a new challenge out there entitled, “Are You Smarter Than a Third-World 10th Grader?“ That link allows you to try your hand at India’s 10th grade exams in a variety of subjects, the idea being — of course — that most of us will struggle greatly with these tests. The same types of challenges have been offered to American adults (and specifically Congressmen) with U.S. exams, typically with similarly dismal results.
So, if successful adults can’t pass tests being given to high school students — both here and overseas — what are we to make of all of this? That the world is getting more competitive and our kids need to be smarter than previous generations are? That most of what people are taught is forgotten, so we should focus on creating logical thinkers and excellent searchers who will be able to find whatever specific information they need in a hurry? That much of what passes as academic “rigor” is really just worthless stuff that no one needs to know?
The big new thing here in Michigan is that all high school students must pass Algebra 2 to graduate. There are 50 mandatory benchmarks and 13 recommended benchmarks in Algebra 2 here in Michigan. As an example, one of these 63 benchmarks reads: “Use special values of the inverse trigonometric equations to solve trigonometric equations over specific intervals (e.g. 2 sin x - 1 = 0 for 0 < x < 2 pi).”
I think we’re off track here. In our push to be competitive globally, we’ve focused on rigor to the point where we’ve lost track of facilitating actual learning. I don’t believe that every child is Michigan is truly capable of understanding special values of the inverse trigonometric equations. Nor do I believe that there is any value in trying to force every student to learn that; doing so will just force students to try to memorize things without understanding them, which is downright harmful.
Since when did we think that every child in America should be college-bound and be taking AP classes, anyway?
Entry Filed under: Education, Elementary Education, Fifth Grade, Fourth Grade, Learning, Secondary Education, Students, Teaching, Third Grade, school. .
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1.
Jen | July 8, 2008 at 8:15 pm
Actually, I don’t think that memorizing without understanding is harmful (there are plenty of things I learned by memorization/rote and then realized days/months/years later that I actually understood them.
BUT, I certainly agree that to expect that level or more accurately, specificity of knowledge in a bunch of subjects to be ridiculous. We really need to decide if the human race has changed so much in the last couple of decades that we’re all now able and willing to be good at everything, even subjects we don’t like. Seems unlikely to me.
2.
Jen | July 8, 2008 at 8:16 pm
Uhhh, oops on the “to be” typo. Think “is”
3.
elementaryteacher | July 22, 2008 at 9:08 am
Well, you should SEE what the new standards are in Colorado! I wrote a post on this same topic. Starting in 2010; the Colorado college ENTRANCE requirements are EVEN TOUGHER than what you describe here. If you’d like to see my post, it’s at:
http://elementaryteacher.wordpress.com/2008/06/27/scary-for-parents-new-2010-college-entrance-requirements-for-high-school-graduates/
Maybe the government is tired of all our high-paying jobs going to people from China, Japan, or India. But we can’t change that balance unless our nation gets their math scores up to that of other countries.
Eileen
Dedicated Elementary Teacher Overseas
elementaryteacher.wordpress.com
4.
elementaryteacher | July 22, 2008 at 10:05 am
I tried all seven of these subject tests from India. They were fun and interesting, but quite hard. I do have some doubts as to whether those are ACTUAL history facts they are required to know in India, however!
Eileen
Dedicated Elementary Teacher Overseas (in the Middle East)
elementaryteacher.wordpress.com
5.
debrennersmith | August 18, 2008 at 1:53 am
I am from Michigan also. Raising standards for ALL Michigan students ’sounds’ promising. The problem I have behind the rigor is what is really happening. Students were allowed to take Algebra 1 in 8th grade in Michigan “BEFORE” the high standards made it a mandate that Algebra 1 and Algebra 2 HAD to be offered in HS. How is this raising standards? It is not. My children took Algebra in MS, and were allowed to take CALC in HS, not anymore. This is a problem. Sounds to me No Child Left Behind is leaving the smart kids behind!