The Organization for Economic Cooperation and Development (OECD) recently published a study about the literacy, numeracy, and problem solving aptitude of its' 23 respective member states. After analyzing the data, the findings indicated the US rates near the bottom in each category. The US scored 16^th in literacy, 21^st in numeracy, and 14^th in problem solving abilities. Perhaps more importantly, these findings were about the nations' adult population, which entails that the US workforce has lower-levels of literacy, numeracy, and problem solving acumen than its counterparts in other member nations. As an educator, I had two thoughts: one, I was horrified at the findings; two, I was not surprised at the results. The recent political crisis and the lackadaisical economic recovery might be evidence to a poorly education population.

Over the past couple of days since reviewing the OECD report, I have been racking my brain to understand why the US scored so poorly. This is certainly not a nation of underachievers, as it has done rather well thus far, but why is the country failing in educating its citizenry while other nations seem to be thriving - or at least outpacing the US.

Several thoughts come to mind regarding this phenomenon. Perhaps it is a lack of respect toward teachers in general. Teachers receive little recompense for their efforts, and given the free market paradigm this nations rests on, this might indicated a lack of concern for the education system. There is also the view that education is a right rather than a privilege. A type of crisis of the commons may be emerging in which the perception of education is as a public good, and as such, does not receive the support or close attention it deserves. The reason could be apathetic students (and adults) who care more about the social aspects of education than the learning process, as undereducated adults may not emphasize the importance of learning to their progeny. In addition, the causation could stem from teachers, who are more concerned with test score measurements (though such measures are imposed upon them) as opposed to whether students are learning.

I believe it might be an unholy alchemy of all the above-mentioned reasons as well as many more not included in this list of failure. Whatever the reasons, it is vital for us in the education profession to take stock of these results and begin to strategize and reformulate the educational process in this country. I recently heard a rather clever analogy alluding to the government shutdown, "American may still be a shining city on a hill, but the lights have gone off, and the world no longer has a guidepost." Although I cannot begin to understand the nuances and behind the sense shenanigans that contributed to the government shutdown, I do know that we must strive as faculty to help our students engage fully in the learning process and not just memorizing briefly the course concepts.

Thanks,

Eric Nordin

Reference the report:

http://www.insidehighered.com/sites/default/server_files/files/Skills%20volume%201%20(eng)--full%20v8--eBook%20(01%2010%202013).pdf.