President Obama recently took time to host a science fair in the State Dining Room — the fifth such event this year, in the name of science, technology, engineering and math (STEM) education.
“This is something I care deeply about,” he said. “Through this commitment American students will move … from the middle to the top of the pack in science and math in the next decade.”
Not so fast, Mr. President. From the middle to the top of the pack in the next decade? Based on the latest PISA results, the US is currently ranked number twenty-five in mathematics and twenty-one in science. Pardon our skepticism — it’s going to take a lot more than White House science fairs and astronomy nights to push the US into the top performer category.
The top performers share a commitment to providing their students with a content-rich education across the liberal arts and sciences. Nearly all of our international competitors require their students to study the arts, literature, history, geography, foreign languages and civics in addition to math and science. With our focus on basic skills, it’s no wonder the US is hovering somewhere near the middle of the international standings.
Notably, there’s little evidence to support the idea that focusing on STEM improves achievement in those subjects.
While renewed emphasis on STEM subjects is admirable, it doesn’t bode well for the rest of the liberal arts. Overspending on STEM promises a narrower curriculum on the whole. And insubstantial gains on international tests.
Stephanie Porowski
[...] education isn’t translating into policy: the President and the DOE continue to focus on STEM initiatives at the expense of other education areas. And the President has proposed consolidating funding for [...]
[...] so many initiatives focused on STEM education, we frequently rant about neglect of the rest of the liberal arts. But it’s true that our students’ science knowledge falls far below where it should. And, even [...]