A libertarian inclined blog for teachers and learners of all ages. Comments, emails and links to other educational stuff welcome.

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Next entry: Michael J. Lewis on fetters and stern taskmasters
Previous entry: On the sociology of obnoxious-but-nice middle class teenagers
Tuesday April 29 2008

This by Matthew Ladner, is interesting:

South Korea in fact engages in remarkably different education practices when compared to the United States. South Korea spends less per pupil, but pays their teachers more. This feat is accomplished through larger average class sizes - which are approximately twice as large in South Korea than in the United States.

Korean teachers however are paid much better and enjoy greater professional prestige than their American counterparts. The McKinsey report cites data from the Organization for Economic Cooperation and Development showing that a 15 year veteran teachers in South Korea is paid an average of 2.5 times GDP per capita. In America, the average is a little more than 1 times GDP per capita.

Higher pay and prestige allows South Korea to recruit teachers from those in the top 5 percent of their university graduating classes. Korean schools have many applicants for every teaching job. Meanwhile, in the United States, the low upper cap on the pay fails to attract many of our brightest and most ambitious students. American schools on average recruit teachers from the bottom third of American university graduates.

Additionally, American schools once had a near monopoly on employing bright university educated women. That monopoly has since retired to the dustbin of history and will not be returning. Our national preoccupation with lowering average class size has also impacted lowered the average effectiveness of the teachers we’ve hired. The average class size in American schools has plummeted since the baby-boomers went through the system, but our test scores have remained flat.

Americans have been obsessed with lowering class size, while Korea has emphasized getting the brightest students possible into the classroom while thinking nothing of packing 40 or more children in a classroom. Who made the right choice?

My only worry with this kind of thing is the assumption that test scores necessarily measure educational success.  But then again, if you measure educational quality by real world outcomes (my preferred method), South Korea scores well with that also.

That niggle aside, like I say, very interesting.  Joanne Jacobs found it first, to whom thanks.