U.S. vs highest-achieving nations in education

By Valerie Strauss

This post was written by Linda Darling-Hammond, Charles E. Ducommun Professor of Education at Stanford University, where she was founding director of the National Commission on Teaching and America’s Future. She now directs the Stanford Center for Opportunity Policy in Education. A former president of the American Educational Research Association, Darling-Hammond focuses her research, teaching, and policy work on issues of school restructuring, teacher quality and educational equity.

By Linda Darling-Hammond

The first ever International Summit on Teaching, convened last week in New York City, showed perhaps more clearly than ever that the United States has been pursuing an approach to teaching almost diametrically opposed to that pursued by the highest-achieving nations.

In a statement rarely heard these days in the United States, the Finnish Minister of Education launched the first session of last week’s with the words: “We are very proud of our teachers.” Her statement was so appreciative of teachers’ knowledge, skills, and commitment that one of the U.S. participants later confessed that he thought she was the teacher union president, who, it turned out, was sitting beside her agreeing with her account of their jointly-constructed profession.