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Why Yoni and Yael can’t do math. Israeli math scores are among the lowest in the developed world
The article below ignores the elephant in the room: That Israel has a bimodal distribution of IQ. The Ashkenazin are very bright and the rest have IQs similar to those found in the Muslim societies from which they migrated. Let me put it bluntly: The Sephardim and the Mizrachim are DUMB -- on average of course. And they pull the national averages down. Doing a study of Ashkenazi children only would yield very different results
The culprit, says one economist, is a society-wide lack of discipline and disdain for rules
Within Israel’s startup culture the conventional wisdom is that certain Israeli character traits — our impatience, ability to improvise, and a tendency to defy rules and challenge authority — have contributed to the country’s impressive high-tech success.
Israel is booming in terms of entrepreneurship because “you don’t follow the rules,” Google’s Eric Schmidt once told an audience at the Weizmann Institute in 2015.
Not so fast, says Noam Gruber, an economist and senior researcher at Israel’s Shoresh Institution for Socioeconomic Research. In his recently published study, “Why are Israel’s PISA Achievements So Low?” [Hebrew link], Gruber analyzes the factors that lead to relatively poor Israeli performance on international math tests and concludes that students’ lack of discipline — the very quality praised by Eric Schmidt and other startup Nation enthusiasts — is a significant factor behind the lackluster PISA scores.
“Israel has an advantage compared to other developed countries,” Gruber told The Times of Israel, noting a relatively high percentage of kids whose parents are educated and whose parents understand the importance of education.
But much of this great potential is wasted, he lamented, when Israeli students enter an education system that is of poor quality and suffers from a pathological lack of discipline. Gruber cites high levels of truancy and tardiness as well as classrooms abuzz with background noise and student disruptions as indicators of a lack of discipline.
“Discipline in Israeli schools is far below what is normative in the West,” he said. “If we don’t address this problem it will be hard for the Israeli workforce to remain competitive.”
The importance of global math scores
PISA is an acronym for the Program for International Student Assessment, a global test administered by the Organization for Economic Co-operation and Development (OECD) measuring 15-year-olds’ performance in mathematics, science and reading.
“PISA is a unified test and it’s a way to assess the achievements of our education system compared to those of other countries,” said Gruber. “Mathematical ability is proven to be a major predictor of students’ future success in the labor market.”
PISA math scores are also highly correlated with PISA reading scores, explained Gruber, so they’re a good stand-in for overall student achievement.
Gruber surveyed all 34 OECD countries along with Singapore, Taiwan and Hong Kong. He found that Israel’s math PISA scores (in 2012) were the fifth lowest in this group, worse than every country except for Mexico, Chile, Turkey and Greece. The original PISA test was scaled so that the OECD average score would be 500 and the standard deviation 100. In 2012, the 5,000 Israeli students who took the PISA math exam scored an average of 466. If you break this result down still further, those Israelis who took the test in Arabic scored 388 on average while those who took it in Hebrew scored 489.
Why are these results worrying? First, because they point to a drastic inequality of outcomes between Jewish and Arab students. Even within the cohort of Jewish students, scores on the PISA test are highly unequal, with students from poorer, less educated families obtaining much lower scores than those from more advantaged backgrounds. In fact, of all 37 countries surveyed, the inequality of test scores in Israel was highest.
What this means, said Gruber, is that Israel’s school system is so mediocre it fails to contribute to social mobility. Students in Israel who have educated parents will have a PISA score that is close to the OECD average, because what they don’t get in school their parents will often give them at home. But if a child’s parents did not finish high school, the school system here is unlikely to give the student the tools needed to succeed, said Gruber.
Perhaps counterintuitively, this inequality is not just bad for students at the bottom of PISA achievement, but for students at the top as well. Looking at the 10 highest-scoring countries in his sample — such as Estonia, Canada, Japan and Finland — Gruber observed that these countries’ education systems have a relatively low level of inequality as well. In other words, those countries where the gap between the top and bottom scorers was smallest tended to be the countries with the best PISA achievements overall.
Unfortunately, even Israel’s best students are not that stellar compared to top students in other developed countries, the study showed.
SOURCE
California Schools Dominate In Bringing In Money From Rejected Applications
California schools like Stanford University, the University of California at Berkeley and UC Irvine topped the list when it came to making revenue off rejected applications.
LendEDU, a marketplace for financial products like credit cards and private student loans, found UCLA made $5,574,730 in revenue off of declined applications for the 2016-2017 school year. UCLA topped the list for the 2015-2016 school year as well.
UCLA had more than 97,000 total applicants, but admitted a little more than 17,400 applicants.
UC San Diego, UC Santa Barbara and the University of Southern California were the other California schools on the list. Cornell University, Boston University and University of Michigan – Ann Arbor were the schools outside of California rounding out the top 10. The top 10 schools combined made more than $37 million off rejected applications.
Application fee costs for the top 10 ranged between $75 to $90. Fee costs generally cover the price of reviewing the applications.
“Not only is the college application process tedious, but it can become quite expensive, which is why it may be a good idea to only apply to schools that the student is seriously considering,” Mike Brown, research analyst at LendEDU, told The Daily Caller News Foundation in a statement. “Otherwise, it can be $50 or even $150 down the drain! And yes, the colleges do post big revenue numbers from the application process, but this is not to be mistaken with profit.”
Revenue is the total income earned that excludes operating costs, and profits are the amount left after including operating costs.
LendEDU made their projections based on data from National Center for Education Statistics‘ Integrated Postsecondary Education Data System (IPEDS). This is the second annual survey done by LendEDU.
The survey did not mention how much in profits colleges earn from declined applications. The data does not take into account waived or discounted application fees given.
SOURCE
Finally, Western civilisation finds champions at the University of Sydney (Australia)
Only time will tell whether this week marks the turning point when cool reason defeated hotter heads at the University of Sydney. Those trying to secure more diverse views on campus and greater choice for students to study the great books of Western civilisation are not pulling their punches any more. Too much is at stake.
Sydney University was once a place for robust debates and diverse views. It is, or at least was, the embodiment of thousands of years of human progress and learning from ancient Greece to the Roman Empire; from the spread of Christianity and the artistic, political and economic discoveries of Renaissance, the Reformation and the Enlightenment. This is the rich, messy and splendidly complicated heritage of intellectual freedoms that underpin our liberal democracy.
As part of a $3 billion bequest by businessman Paul Ramsay, the Ramsay Centre for Western Civilisation is offering to fund a three-year degree where students study 30 of the great texts, from Homer and Chaucer to Marx and Virginia Woolf. The proposal includes about 40 scholarships of $30,000 to young students. The curriculum has not been finalised, nor has a memorandum of understanding been signed.
This has not deterred a small group of loud and irrational malcontents at Sydney University who are determined to stop negotiations dead in their tracks.
For months now, they have turned a debate into a one-sided diktat that the university must say no to Ramsay. They have spread wild claims, piled high with misrepresentation and misinformation. Unloading their double-barrelled loathing of the Ramsay Centre and Western civilisation, they have pitched themselves to other staff and students as moral guardians holding back barbarians from the university’s gates.
This week more reasoned voices pushed back against the real vandals, the hotheads inside the gates who run scared from diverse opinions and competition by concocting conspiracy theories to scupper a Ramsay-funded degree. James Curran, professor of modern history, is one of those voices of reason.
“I’m speaking up now because of my concern that those more strident voices of opposition have unfortunately abandoned cool realism and calm detachment in responding to the Ramsay proposal,” Curran told The Australian on Thursday. “My bottom line is: a course such as this will complement much that is already being taught in the humanities at the university, not least the Faculty Scholars program.”
Curran says there is no evidence the intellectual autonomy of the university will be compromised. He also rejects claims the degree harbours a “three cheers for the West” ambition.
He challenges claims by professor of politics John Keane, who, says Curran, has been quoting “the British race patriot rhetoric of wartime prime minister John Curtin, implying that to support Ramsay is somehow to be advocating the recrudescence of the White Australia policy, or that it involves some kind of nostalgic harking back to or longing for the British Empire”.
“What?” says Curran with incredulity. “I am not sure where this kind of interpretation comes from. Thankfully Australia long ago dispensed with its British race character and instead wholeheartedly and enthusiastically embraced a new language and policy of tolerance and diversity.”
Curran says this country has an “ancient, rich and precious indigenous heritage” and that modern Australia, for good and ill, derives from a Western tradition that we have adapted to our environment and experience. He points to our interaction with the civilisations of the Asia-Pacific and elsewhere around the world.
Curran is speaking out after a meeting late last month where academics stridently opposed to Ramsay lined up on stage all shaking their heads in one direction. “Say ‘no’ to Ramsay,” they said, one after the other.
Professor of English literature John Frow said Western civilisation had “become code for a racially imagined culture under attack from racially imagined others”.
Academic Shima Shahbazi said: “The Ramsay Centre is structurally, institutionally, morally and epistemically violent to other knowledges, modernities, democracies and more importantly the indigenous history of the land.”
University of Western Sydney associate professor Alana Lentin claimed the Ramsay offer would compound the “wilful, knowing white ignorance that is leading us down the road to fascism while Liberals mindlessly bleat about the marketplace of ideas”.
In his open letter of October 3, Keane described Western civilisation as brimming with resentment. “It feels unshakeably arrogant, male and white,” he wrote. He said it was being “championed by fools (Boris Johnson) and arsonists (Nigel Farage)” and “these loudmouthed champions of Western civilisation are killing off its last remaining credibility”.
This is the stuff of political rallies. But remember these same academics are educating our children, the next generation of leaders and citizens.
On Wednesday at 10.04am, provost and deputy vice-chancellor Stephen Garton fired off an email to Keane, copied to members of the arts faculty and other staff. His exasperation is palpable. So is his determination to check a minority of politically charged and ideologically blinkered academics who want to scuttle an epochal funding offer to Sydney University. Garton’s 2000-plus-word response, along with Curran’s public intervention the next day, are pivotal developments. Finally, facts are gaining ground over emotion and fabrication.
In his response to an email Keane sent a week earlier, Garton’s confronts the “leaps of logic” and the “myths that frame some of the misrepresentations” running rife at the university. He addresses Keane’s “conspiracy theory thinking”, which is “lacking any evidence whatsoever”.
Garton objects to Keane’s “pejorative language of lucre” — a word that alludes to filthy money. You will find the word in the Bible, Titus 1:11, admonishing those who teach “things which they ought not, for filthy lucre’s sake”.
“Is it lucre when we raise funds to support indigenous scholarships or research on childhood obesity?” Garton asks Keane.
“The logic of the argument … escapes me. Does this mean we shouldn’t accept funding for renal cancer because it is not also for bowel cancer, that we shouldn’t accept a chair in Celtic studies because it is not more broadly European studies, that we shouldn’t accept funding for a position in Near Eastern archeology because it is not also classical archaeology, that we wouldn’t accept it for medieval history because it ignores medieval philosophy?”
He assures Keane and other academics that the draft MOU will safeguard academic autonomy but laments that nothing will satisfy them except outright rejection of the proposal. Deploying his background in medical history, Garton likens some of their anxiety to “a type of Victorian miasma theory”.
“The frame of reference here is an implication that if we breathe any Ramsay air at all we will immediately become infected and diseased,” he writes. “I have far more confidence in the intellectual robustness and resilience of our colleagues than that.”
As to the claim by loathers of Western civilisation that core texts such as Plato, St Augustine, Locke, Chaucer and Shakespeare are “old-fashioned”, Garton admonishes their “dismaying dismissal of much that is good in what we do”. He defends “many of our finest colleagues” who teach such texts using depth, not breadth.
“To explore one set of intellectual traditions or one canon of texts does not devalue other traditions or textual canons,” writes Garton. He dismisses as equally irrational claims the new course will compete with other courses. “How a program with a very small commencing cohort (30 to 60) can threaten disciplines like history and English is equally puzzling,” Garton writes. “Are these disciplines really that vulnerable? If students are leaving these disciplines then they have more to worry about than Ramsay.”
Garton points out that existing teaching of the Western tradition is done in a piecemeal fashion. “None of it is stitched together as an overall program as the university does with, say, Asian studies or American studies.”
This point is critical to learning the real story of human progress. During a visit to Australia earlier this year, the historian and author of The English and Their History, Robert Tombs, said: “The West ravaged continents, burned heretics, invented the gas chamber and the atom bomb, and almost destroyed itself in two world wars. But when woven together the separate parts of Western civilisation explain how we learned to end slavery, defeat totalitarianism and grew ashamed of war, genocide and persecution.”
It is, says the historian who has taught at Cambridge for more than 50 years, “an action-packed adventure story, not a philosophical treatise”. And that is how it should be taught at school and university.
SOURCE
thus Article
that is all articles
This time, hopefully can provide benefits to all of you. Okay, see you in another article posting.
You now read the article with the link address https://onechildsmart.blogspot.com/2018/11/why-yoni-and-yael-cant-do-math.html
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