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

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How do other countries create “smarter” kids? What is it like to be a child in the world’s new education superpowers? The Smartest Kids in the World “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” (The New York Times Book Review).In a handful of nations, virtually all children are learning to make complex arguments and solve problems they’ve never seen before. They are learning to think, in other words, and to thrive in the modern economy. Inspired to find answers for our own children, author and Time magazine journalist Amanda Ripley follows three Americans embed­ded in these countries for one year. Kim, fifteen, raises $10,000 so she can move from Oklahoma to Finland; Eric, eighteen, trades his high-achieving Minnesota suburb for a booming city in South Korea; and Tom, seventeen, leaves a historic Pennsylvania village for Poland. Through these young informants, Ripley meets battle-scarred reformers, sleep-deprived zombie students, and a teacher who earns $4 million a year. Their stories, along with groundbreaking research into learning in other cultures, reveal a pattern of startling transformation: none of these countries had many “smart” kids a few decades ago. Things had changed. Teaching had become more rigorous; parents had focused on things that mattered; and children had bought into the promise of education.

Book The Smartest Kids in the World: And How They Got That Way Review :



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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