Surpassing Shanghai, Part 1

By Michael Diedrich, Policy Associate, January 9, 2012 at 8:30 am

This holiday season, the gift that earned me the most odd looks from relatives was, by far, a copy of Surpassing Shanghai: An Agenda for American Education Built on the World's Leading Systems. I, however, was thrilled. I'd read a preview chapter this summer and been hooked. In short, the book examines five education systems across the world that are outperforming the United States. It looks at each one in its historical and cultural context before pulling out some recommendations for policymakers here to consider.

As I read the book, I'll put up chapter summaries for each system. Today, we're looking at Shanghai, China.

Whenever different school systems are compared these days, Shanghai runs the table. On the 2009 Program for International Student Assessment (PISA), Shanghai was way ahead of the pack in math, reading, and science. It also has a lower association between socioeconomic status and PISA performance than the OECD average (while the US has one of the highest associations between the two).

So what's the deal with Shanghai? In part, it's being rooted in a culture that's tied success to examination scores for longer than the United States has been in existence. One of the leading conceptions of East Asian education systems in the US is of rote memorization and a heavy focus on examination, and there is some truth to this.

However, it should be noted that the examinations that play such a big role in Chinese education are much more nuanced than the simplistic multiple choice tests used here. Instead, the focus is on essays and application of skills to original, unfamiliar problems.

What's more, despite a seemingly excellent test-based system, dissatisfaction remains. The movement in education reform in Shanghai (and China more broadly) has been towards increased individualization in curriculum, a more student-centric approach to instruction, and a reduction in exam pressure. Educators (and employers) are starting to push for a broader emphasis that will lead to better preparation for future life and work experiences.

That's something to keep in mind as we negotiate what role tests play in our own school system. If the Chinese, who are doing much better on more rigorous tests, aren't satisfied, is that the path we really want to pursue? Or might we be better off shifting our targets away from testing and towards fuller work/life preparation?

[read part 2]

Posted in Education | Related Topics: Education Administration  Student Assessment