No Wonder Johnny Can't Make Change
Ol' BC has carped and complained at great lengths about young people seeming to be much slower academically, in general, than previous generations.
Debra Saunders had a recent column that dealth with some of it. Consider this.
Instead of memorizing 5+4=9, students would look for creative ways to solve the
equation, such as that 5+5=10, but since 4 is 1 less than 5, the answer is 9. In
the name of creativity, new-new math was both time-consuming and boring.
Amazing. Much has been made of it no longer being necessary to be able to read lengthy texts and understand what you've read, but this is ludicrous. Here's where it leads.
Milgram found that the number of California State University students -- that
is, the top 30 percent of high school graduates -- who needed remedial math more
than doubled, from 23 percent in 1989 to 55 percent some 10 years later.
Think about that for just a moment. Over half of the top thirty percent required remedial math. What does that say about todays education system? I may be able to understand Bush's thinking in spending increases in education, but here's the problem. Spending for education has been increasing for decades and the performance of our students has continued to wane.
How about the average Joe, say maybe in the 60th percentile? Doesn't have a chance. He may never learn to count back change, but he can be schooled to ask, "would you like fries with that?"
Just an observation.