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Response to xchrom (Original post)

Wed Dec 4, 2013, 11:34 AM

44. Wonder what the percentage tested in each country is?

Tom Loveless, a senior fellow at the Brookings Institution, cautions about reading too much into the results from Shanghai, which also dominated the test in 2009. The students tested are children of the elite. They are the ones allowed to attend municipal schools because of restrictions such as those that keep many migrant children out, he said.

“The Shanghai scores frankly to me are difficult to interpret,” Loveless said. “They are almost meaningless.”

http://www.suntimes.com/news/nation/24155228-418/asian-nations-dominate-international-test.html


The Chinese education system, too, features ethnic and class inequities. But even more so than in the United States, geography and birthplace equal educational destiny. As Sarah Butrymowicz of The Hechinger Report documented in a recent article, millions of schoolchildren have migrated to cities in recent years with their job-hunting parents. Once there, they often find themselves ineligible to attend government-run schools, particularly the best ones. An unknown number wind up in sub-par, pseudo-private schools catering to the migrant population.

Henan Chang, an assistant professor in Loyola University Chicago’s School of Education who has studied the outcomes of migrant schoolchildren in Kunming, said most of them “have no interaction whatsoever with the local residents. They live in their own bubbles. Their playmates, their schoolmates—they’re all migrants themselves.”

Butrymowicz notes that these disparities tainted China’s recent domineering performance on international assessments in reading, math and science because many public schools do not admit migrant students. When Shanghai 15-year-olds outperformed the rest of the world in 2010, observers wondered if their success stemmed at least in part from exclusionary, segregationist practices. After I told a friend of mine who grew up in China about the international rankings, he quipped that public-school students in Shanghai are comparable to private-school students on Manhattan’s Upper East Side in terms of their wealth and privilege. Shaking his head, he noted that no one would take Dalton or Brearley—two of the Big Apple’s most elite private schools—as representative of the whole United States.

http://hechingerreport.org/content/what-the-u-s-and-chinese-school-systems-have-in-common-inequality-segregation_7715/

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