Charles Murray urges us to pass through our current age of educational romanticism and to put to rest our many cherished myths about education:
Differences among schools do not have much effect on test scores in reading and mathematics. This finding is not well known by the general public (parents could spend less time fretting over their children’s school if it were), and needs some explanation.When Congress passed the 1964 Civil Rights Act, it included a mandate for a nationwide study to assess the effects of inequality of educational opportunity on student achievement. The study, led by the sociologist James Coleman, was one of the most ambitious in the history of social science. The sample consisted of 645,000 students. Data were collected not only about the students’ personal school histories, but also about their parents’ socioeconomic backgrounds, their neighborhoods, the curricula and facilities of their schools, and the qualifications of the teachers within those schools.
Before Coleman’s team set to work, everybody expected that the study would document a relationship between the quality of schools and the academic achievement of the students in those schools. To everyone’s shock, the Coleman Report instead found that the quality of schools explains almost nothing about differences in academic achievement. Family background was by far the most important factor in determining student achievement. The Coleman Report came under intense fire, but re- analyses of the Coleman data and the collection of new data in the decades since it appeared support its finding that the quality of public schools doesn’t make much difference in student achievement.
We tend to see educational standards as dropping over time, but we ignore why this might be:
The first strand in explaining educational romanticism is a mythic image of the good old days when teachers brooked no nonsense and all the children learned their three R’s. You have probably run across tokens of it in occasional editorials that quote examination questions once asked of public schools students. Here is an example that The Wall Street Journal gave from the admissions test to Jersey City High School in 1885: “Write a sentence containing a noun as an attribute, a verb in the perfect tense potential mood, and a proper adjective.” Or consider the McGuffey Readers that were standard textbooks in the nineteenth century, filled with literary selections far more difficult than the ones given to today’s students at equivalent ages. That’s the kind of material all children routinely learned, right?Wrong. American schools have never been able to teach everyone how to read, write, and do arithmetic. The myth that they could has arisen because schools a hundred years ago did not have to educate the least able. When the twentieth century began, about a quarter of all adults had not reached fifth grade and half had not reached eighth grade. The relationship between school dropout and intellectual ability was not perfect, but it was strong. Today’s elementary and middle schools are dealing with 99 percent of all children in the eligible age groups. Let today’s schools not report the test results for the children that schools in 1900 did not have to teach, and NAEP scores would go through the roof.
Modern Americans tend to forget that ordinary folks did not graduate from high school and go on to college 100 years ago.