The big myth is that the US does not get good results in international tests. It is a lie. Half the children get good results—the nonpoor. Perhaps the issue of the relationship of poverty with PISA scores in the US and Australia is also significant both for Catalonia and for other countries. I also talk about the myths of the crisis in the areas of science, technology, engineering and mathematics (STEM) in the US, probably the same in other contexts; those related to early childhood education, and those related to the success of public-private and private schools.
David C. Berliner is professor Emeritus Regents’ Education at Arizona State University. Former president of both the American Educational Research Association (AERA) and the Division of Educational Psychology of the American Psychological Association (APA). He has won numerous awards, including the Block prize and the AERA prize for his contributions to education, the EL Thorndike Award from the APA for his lifetime achievements, and the NEA “Friend of Education” award, for his work in favor of education professionals. His latest books: Collateral damage: high-stakes testing how corrupt America’s schools. Cambridge, MA: Harvard Education Press (Nichols, Sharon L & Berliner, David, 2007) and 50 Myths and Lies That Threats America’s Public Schools: The Real Crisis in Education. New York: Teachers College Press (Berliner, D. & Grass, G., 2014) had a huge international impact.
Header image by Anthony Delanoix