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The Smartest Kids in the World: And How They Got That Way, by Amanda Ripley

Get Free Ebook The Smartest Kids in the World: And How They Got That Way, by Amanda Ripley

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Review

“[Ripley] gets well beneath the glossy surfaces of these foreign cultures and manages to make our own culture look newly strange…The question is whether the startling perspective provided by this masterly book can also generate the will to make changes.” (New York Times Book Review)“Compelling . . . What is Poland doing right? And what is America doing wrong? Amanda Ripley, an American journalist, seeks to answer such questions in The Smartest Kids in the World, her fine new book about the schools that are working around the globe ….Ms. Ripley packs a startling amount of insight in this slim book.” (The Economist)“[T]he most illuminating reporting I have ever seen on the differences between schools in America and abroad.” (Jay Mathews, education columnist, The Washington Post)“[The Smartest Kids in the World is] a riveting new book….Ripley’s policy recommendations are sensible and strong….The American school reform debate has been desperately in need of such no-nonsense advice, which firmly puts matters of intellect back at the center of education where they belong.” (The Daily Beast)“The Smartest Kids in the World should be on the back-to-school reading list of every parent, educator and policymaker interested in understanding why students in other countries outperform U.S. students on international tests.” (US News & World Report)“Gripping….Ripley's characters are fascinating, her writing style is accessible, and her observations are fresh….If you're interested in how to improve public schools, read Ripley's book today.” (The Huffington Post)“In riveting prose...this timely and inspiring book offers many insights into how to improve America’s mediocre school system.” (Publishers Weekly, starred review)"If you care about education, you must read this book. By recounting what three intrepid kids learned from the rest of the world, it shows what we can learn about how to fix our schools. Ripley's delightful storytelling has produced insights that are both useful and inspiring." (Walter Isaacson, author of Steve Jobs and Benjamin Franklin)“This book gives me hope that we can create education systems of equity and rigor—if we heed the lessons from top performing countries and focus more on preparing teachers than on punishing them." (Randi Weingarten, President, American Federation of Teachers)“This is a no-nonsense, no-excuses book about how we can improve outcomes for all kids, from the poorest to the wealthiest. It avoids platitudes and ideology and relies instead on the experiences of students.” (Joel Klein, CEO, Amplify, and former chancellor, New York Department of Education)

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About the Author

Amanda Ripley is a literary journalist whose stories on human behavior and public policy have appeared in Time, The Atlantic, and Slate and helped Time win two National Magazine Awards. To discuss her work, she has appeared on ABC, NBC, CNN, FOX News, and NPR. Ripley’s first book, The Unthinkable, was published in fifteen countries and turned into a PBS documentary.

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Product details

Paperback: 320 pages

Publisher: Simon & Schuster; Reprint edition (July 29, 2014)

Language: English

ISBN-10: 145165443X

ISBN-13: 978-1451654431

Product Dimensions:

5.5 x 0.9 x 8.4 inches

Shipping Weight: 9.6 ounces (View shipping rates and policies)

Average Customer Review:

4.6 out of 5 stars

634 customer reviews

Amazon Best Sellers Rank:

#15,243 in Books (See Top 100 in Books)

This is a very well written narrative on why certain countries' students perform so well scholastically. Amanda Ripley is a journalist, and her writing style is captivating.The book focuses on why Finland, South Korea, and Poland do so well in terms of student scores on a test (PISA) that measures creative and critical thinking. Page 3 features a chart that co9mpares a number of different countries on their students' performance, based on results from a number of tests. The United States does not distinguish itself here, being in the lower tier of 15 societies.Ripley examines why different countries score differently (primarily using PISA). Her method is odd, albeit seemingly persuasive. She follows three American AFS students, in a foreign exchange program. They come from Oklahoma (Kim), Pennsylvania (Tom), and Minnesota (Eric). Each goes to a different country--South Korea, Poland, and Finland--each of which features students scoring very high on PISA. Ripley follows them throughout the year, uses them as informants about education, interviews staff in the American and foreign high schools, and so on. The end result is a set of conclusions as to why these three countries do so much better than the United States.A central conclusion by Ripley (Page 193): "To give our kids the kind of education they deserved, we had to first agree that rigor mattered most of all; that school existed to help kids to learn to think, to work hard, and yes, to fail." She observes that sports is much more important in American high schools than in the three other countries studied--probably at the expense of a focus on academics.So far, so good. Emphasizing academics and expecting hard--and good--work do go with better student performance, as data suggest. However, Ripley depends more on her three informants than on data. And that is an issue to me. Are these three students typical? Are their experiences typical? Can we develop hard conclusions about what works and what doesn't based on a sample size of three? If one looks to this as a source of suggestions about why students fare better in some countries rather than others, the book works well. If one depend on this as a powerful source of knowledge about what yields success, there would be a problem.Still and all, this is a fascinating book that gets the reader to thinking--and that is a positive contribution of this volume.

Ripley does a fine job examining the sociological, economic, cultural, and educational factors that impact students' academic success across the globe. Her in-depth analysis makes the book well worth reading. I find it strange, though, that some of her statements are so irresponsible and unsubstantiated. She writes: "What did it mean, then, that respected U.S. education leaders and professors in teacher colleges were indoctrinating young teachers with the mindset that poverty trumped everything else? What did it mean if teachers were led to believe that they could only be expected to do so much, and that poverty was usually destiny." No ed. professor I know teaches this to future teachers. Based on my experience, ed. professors help teacher candidates understand the factors that shape students' lives and education in underserved communities. They teach candidates about students' cultural wealth and funds of knowledge as well as the structural/institutional factors that undermine students' opportunities. They teach them to see students' unlimited potential and to accept responsibility for teaching students. The ed. professors I know do NOT teach candidates that children in underserved communities can "only be expected to do so much." How absurd. Ripley should not get away with making such erroneous claims.

I live in a state that (to exaggerate only slightly) despises external standards (such as the International Baccalaureat or Common Core...), grossly underfunds its schools, lets minorities go to the wall, and believes that micromanagement by a monolithic legislature is the only safeguard against anarchy, atheism, and the Democrats. This is not going to change soon. So this book, providing a clear, balanced and dispassionate analysis of three countries that have achieved results far surpassing those here, on far less money, is a eye-opener. Even if these approaches are a rarity in this country, at least we know what to look out for when evaluating schools and teachers. We will make great use of it when our family has to make the hard choice between educating our grandchildren in the public system (which in principle we want to support), or "go private", which has obvious financial and social consequences.

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