Description
American students' dwindling aptitude in math and science have become newsworthy lately, often culminating in debates about test scores. Drew (education, Claremont Graduate School) reiterates the concern that American youth is not being prepared for an emerging, competitive international market. But his review of studies, programs, and other data reveal a disturbing new correlation between educational access and power. He argues that the poor, minority students, and young women are not encouraged in math studies, thus widening the gap between the under and over classes. His recommendations for curriculum reform, workshops, and community involvement challenge superficial political arguments with potentially valuable solutions. Annotation c. by Book News, Inc., Portland, Or.
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In Aptitude Revisited David Drew argues that the people least encouraged to study mathematics and science in our society are those who have the least power - especially students from poverty, minority students, and young women. Policy makers, teachers, and even parents often steer certain students away from math and science for completely erroneous reasons. The result, Drew contends, is not simply an inadequately trained work force: this educational discrepancy is widening the gap between the haves and the have-nots in our society.Drew systematically reviews studies, programs, and data to identify the causes of our educational problems and the solutions that will work. He challenges the conventional view - that science and math are too boring or too hard for many students - to argue that virtually all students are capable of mastering these subjects. Drew's carefully researched recommendations speak directly to policy makers concerned with America's international competitiveness and to parents and students facing a tough economy and tight labor market.
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