New report from CPE defines 21st century education
By Patte Barth
Fall '09 -- Consider the following formula: y = 3 (x + 5) ( x -- 2 ). Which of the following formulas is equivalent?
A. y=3X2+9x-30
B. y=x2+3x-10
C. y=3X2+3x-10
D. y=3X2+3x-30
Those of you answered “A”, congratulations. You’re right.
Here’s another one:
If two sides a triangle had lengths of 5 and 6, the perimeter of the triangle could be which of the following?
11
15
24
A. I only
B. II only
C. III only
D. II and III only
E. All of the above
Did you answer “B”? Congratulations again.
Now here’s your final question: Which of these questions is from a college admissions test and which is from a test used to screen candidates for electrician apprenticeships?
For several years now, we have been witnessing a convergence of the skills needed to prepare students for college and for an increasing number of jobs traditionally considered “blue collar.” And the convergence is not just about academic knowledge. Young people also need to be able to apply what they have learned.
Earlier this year, President Obama laid out an education agenda that, among other things, would update our curriculums and provide “21st century skills like problem solving and critical thinking and entrepreneurship and creativity.” Many business leaders, educators, and policymakers have been calling for as much since the 1980s. And yet here we are, nearly a decade into the new millennium, and 21st century education still tends to be thought of as something belonging to the future.
One reason it’s been difficult to gain traction on 21st century education is that we have lacked a coherent and concrete definition of what it means -- one that encompasses skills, high-level subject matter, and technology. At the Center for Public Education, we wanted to bring some badly needed clarity to the definition of 21st century education. We asked education author and analyst Craig D. Jerald to pull together the best thinking on the topic, show what is at stake for our students and communities, and provide examples of what this education means in schools. The result is our new report, Defining a 21st Century Education.
Here’s what we learned:
• Schools don’t have to start from scratch. The high-level curriculum schools are teaching right now still serves young people well in the 21st century. The challenge is to make sure that all students get its benefits.
• This won’t be enough. The traditional curriculum has its limitations, particularly in regard to its applications.
• It won’t be easy, but it is not impossible. Getting all students through high school with a 21st century diploma may seem like a double challenge. But we can learn from schools that are seeing success.
• There’s a lot we don’t know. Much of it is new so we won’t always have research to say, “yes, absolutely, do this,” although it can point us in some promising directions.
The full report is available on our website at www.centerforpubliceducation.org.
There are notable examples of 21st century learning happening now in schools across the country. NSBA recognizes many of these models of excellence each year through its Technology Leadership Network and the Magna Awards sponsored by American School Board Journal. We know we have way to go to make sure all students in all schools are prepared for life after high school. But it’s a job we need to do for our young people, our communities, and ultimately, for our nation.
Now, the answer to the question posed at the beginning: The first item is from National Joint Apprenticeship and Training Committee for the Electrical Construction and Maintenance Industry. The second is from the SAT online practice test.
Patte Barth is the director of the Center for Public Education.
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