The Gov. went to china and found the light???

Ahhh, good ole' China, the source of melamine-poisoned pet food and toys steeped in lead.  And now, the Gov. and the News Journal editorial board want Delaware to emulate "big red." 

So, let's talk about education in China and compare it with the United States.  A year before the Gov. visited China, the International Reading Association, headquartered in Newark, Delaware, led a delegation to China, visiting 7 of China's top schools. Here's an intro to their summary article, followed by some highlights that I've pulled out for readers:

http://www.reading.org/General/Publications/ReadingToday/RTy_April_2010/RTY-10Apr_china.aspx

International Reading Association (IRA) President–elect Patricia Edwards in November 2009 led a Language and Literacy Education delegation of 39 IRA members on a journey through China that focused on current and historical educational developments. The trip was sponsored by the People to People Citizen Ambassador Program, founded by President Dwight D. Eisenhower to promote peace among nations through "understanding and mutual respect between individuals."

The program facilitated professional meetings of K–12 teachers, literacy coaches, administrators, librarians, university professors, and a publishing representative with Chinese educators and administrators. The delegates, who represented 22 states, visited seven of China's top schools and universities across Beijing, Xi'an, and Shanghai.

For many delegates, this was their first trip to China, and it dispelled many of their preconceived notions about Chinese culture and education as they traveled throughout the country.

And now for some article highlights:

• China has a centralized education administration, as opposed to the decentralized system in the United States.  Chinese educators, however, talked regularly about reform efforts to decentralize decisions and curriculum planning, while the U.S. is moving toward national standards and a more centrally regulated model.
• Primary school in China consists of six grades, and junior secondary school consists of three grades, which completes the nine years of compulsory education in China. 
• Three additional years in senior secondary school are available for those planning to attend post-secondary education.
• On average, chinese girls receive approximately seven years of education instead of the compulsory nine.
• Teachers face social and national pressure to teach toward high-stakes assessments, which limits their instructional choices in the classroom.  Standardized tests also determine teachers' job security and perceived effectiveness.
• Standardized tests determine the number of years students may attend school, their future occupations, and their social status.
• Middle school students are required to pass tests to enter high school.  If not, they repeat middle school.  If they fail a second time, they are tracked into trade schools that focus on trades such as cooking, mechanics, or cosmetology.
• At the high school level, students must master English-language tests to enter postsecondary education.
  The greatest challenges are found in rural China, where migrant workers move for employment.  They are required to remain registered in their home province for social services such as health care and education.
• One of the major differences that delegates noted while visiting schools was the lack of special education teacehrs or classes for learners with special needs.  For students with more severe cognitive or physical impairments, there are special schools separate from the mainstream educational system.  Delegates were not invited to visit these schools.
• The majority of Chinese students graduate high school with a basic proficiency in English.  Because of the widespread teaching of English as a second language, Chinese students need higher levels of of proficiency to stand out among their peers.
• English is taught in homes and across all grade levels, however, rural students usually do not study English until middle school as opposed to their urban peers.
• "Prestigious schools" are used to deomonstrate exemplary teaching practices and lead the way in school reforms.  Many of the schools supplemented the core curriculum with technology, art, music, physical education, drama, and other electives.

Gum, anyone?