When Robert Compton, an Indianapolis venture capitalist, asked first graders in India what they aspired to become when they grew up, he was shocked at their replies. At the tender age of six, these conditioned children were already focused on medical school, careers in engineering, technology, business, and science. In follow up investigations with children in China, Vietnam, Korea, Cambodia, Brazil, Argentina, Peru, and Thailand, it became apparent that global educational standards had passed the United States. Compton concluded K-12 students in India and China are clearly more advanced in math and science, but they are also better-rounded in literature, history, language, economics, art, and music. What he found equally startling is the disproportionate number of K-12 students in India (211 million) and China (200 million) compared to the United States (53 million). China now produces eight times more scientists and engineers, while India graduates three times as many as the United States. Not only do these two countries alone dwarf us in the number of graduate professionals, but when considering the other emerging countries of the world with equally rigorous academic standards and highly disciplined classroom environments, it is apparent the United States now resides in a world of very serious competitors.
India and China are making dramatic leaps in educating their middle classes, which as a single group exceeds the entire U.S. population. In the documentary Two Million Minutes, math and science statistics are compared among high school students in the United States, China, and India. As it turns out, less than 40 percent of U.S. high school students take a science course more rigorous than general biology, and only 18 percent take courses in physics, chemistry or other applied science. Only about 45 percent of U.S. students take a math course beyond two years of algebra and one year of geometry; and 50 percent of all college freshmen require remedial assistance to successfully complete the minimum math requirements for a baccalaureate degree.
Many countries also have a more unified economic focus. Considering the affordability of their wages, China and India alone are now preferred destinations for increasing numbers of multinational high-tech corporations. America’s ability to compete in the new world economy has already begun to weaken as the Japanese have crushed the U.S. auto industry; the Koreans, Singaporeans, and Taiwanese have captured electronics and steel; and Europe and Russia remain high in the mix of world economic contributors as well. If U.S. companies engaged in engineering, science, and technology are moving out of the United States to emerging countries to benefit from tax breaks, lower economic demands, and an unlimited talent pool willing to work cheaper and remain in their home countries; then where will United States citizens graduating from colleges and universities work? What is the incentive for students graduating from our nation’s high schools to major in these fields if they must now perform on a much higher playing field? How long will it be before China and India alone saturate the world with highly qualified scientists, engineers, doctors, and business professionals such that the pool of talent is greater and more competent than what colleges and universities in the United States can keep up with?
When considering the rather dismal statistical comparatives and shortcomings in discipline of many of our underachieving high schools to the standards practiced by K-12 schools throughout the international community; one might conclude the fate of our countries feeder system that prepares students to study science, engineering, and technology in the United States requires a serious overhaul. Who will be the world leaders resolving the issues of environmental concerns, alternative energy, economic uncertainty, and hybrid automobiles? The United States could be headed for a time when we outsource our best talent, off shore our cutting edge industries, and become importers of not only goods and services, but also of the future advances in science and technology. We are, in fact, a country that now competes with a new world that has caught up and could pass us as innovators of progress.
Comments
Great article, Danny! For anyone interested in learning more about Two Million Minutes, please visit 2mminutes.com. This film is truly a must-see for all parents, students, educators and policy makers!
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