Too Little Too Late: American High Schools in an International Context

Abstract

In recent years, increasing attention has focused on the inadequate preparation of American students for future jobs as well as for life in general. This complaint is heard from both industry and higher education. The most recent National Assessment of Educational Progress (NAEP) reports continue to remind the public that a large majority of twelfth graders are below proficiency in most subject matter areas, including mathematics, science, U.S. history, civics, and geography. From 70 to 90 percent of high school seniors scored below the proficient level on each of these subject matter tests.1 The results are somewhat better only in reading, with 60 percent of the students scoring below the proficient level.2 The NAEP Governing Board defined proficiency as the level that all students should reach. In mathematics and science, the proportion of students below the proficient level was estimated to be around 80 percent.3 The concern of this paper is with the proficiency of U.S. twelfth graders in the areas of quantitative and scientific literacy. Developing proficiency in these two areas is certainly critical to the future success of graduating seniors, be they university-bound or headed immediately into the work force. For those who pursue higher education, mathematical competency in particular often operates as a gatekeeper, controlling not only entry to the more prestigious colleges and universities but also to the courses of study that are