How to Bring Our Schools Out of the 20th Century

The world has changed, but the American classroom, for the most part, hasn't. Now educators are starting to look at what must be done to make sure our kids make the grade in the new global economy

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Learn the names of all the rivers in South America. That was the assignment given to Deborah Stipek's daughter Meredith in school, and her mom, who's dean of the Stanford University School of Education, was not impressed. "That's silly," Stipek told her daughter. "Tell your teacher that if you need to know anything besides the Amazon, you can look it up on Google." Any number of old-school assignments--memorizing the battles of the Civil War or the periodic table of the elements--now seem faintly absurd. That kind of information, which is poorly retained unless you routinely use it, is available at a keystroke. Still, few would argue that an American child shouldn't learn the causes of the Civil War or understand how the periodic table reflects the atomic structure and properties of the elements. As school critic E.D. Hirsch Jr. points out in his book, The Knowledge Deficit, kids need a substantial fund of information just to make sense of reading materials beyond the grade-school level. Without mastering the fundamental building blocks of math, science or history, complex concepts are impossible.

Many analysts believe that to achieve the right balance between such core knowledge and what educators call "portable skills"--critical thinking, making connections between ideas and knowing how to keep on learning--the U.S. curriculum needs to become more like that of Singapore, Belgium and Sweden, whose students outperform American students on math and science tests. Classes in these countries dwell on key concepts that are taught in depth and in careful sequence, as opposed to a succession of forgettable details so often served in U.S. classrooms. Textbooks and tests support this approach. "Countries from Germany to Singapore have extremely small textbooks that focus on the most powerful and generative ideas," says Roy Pea, co-director of the Stanford Center for Innovations in Learning. These might be the key theorems in math, the laws of thermodynamics in science or the relationship between supply and demand in economics. America's bloated textbooks, by contrast, tend to gallop through a mind-numbing stream of topics and subtopics in an attempt to address a vast range of state standards.

Depth over breadth and the ability to leap across disciplines are exactly what teachers aim for at the Henry Ford Academy, a public charter school in Dearborn, Mich. This fall, 10th-graders in Charles Dershimer's science class began a project that combines concepts from earth science, chemistry, business and design. After reading about Nike's efforts to develop a more environmentally friendly sneaker, students had to choose a consumer product, analyze and explain its environmental impact and then develop a plan for re-engineering it to reduce pollution costs without sacrificing its commercial appeal. Says Dershimer: "It's a challenge for them and for me."

A New Kind of Literacy

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