EDITORIAL
Meriting Merit
February 16, 2007
“Red pens make children think they may have done
something wrong,” the administrator replied, returning the graded test to
the teacher.
“But David has done something wrong,” the teacher responded to his
administrator. “He received a 47% on his test because he talks in class and
hasn’t taken notes all quarter.”
“Purple pens,” the administrator offered, “are less abrasive.”
This conversation was running through my head as I sat in the meeting. It
was the third meeting that month in which an employer in my district
expressed the same exact concern. What struck me was how vastly different
each employer was – one was a manufacturing plant, one a high-tech
simulation company, and one a small mom-and-pop operation. And while their
federal issues couldn’t have been more diverse, each shared this strangely
common frustration: they were baffled at the lack of work ethic in their
youngest employees. Purple pens, I thought.
The future of our country economically and militarily depends on us
maintaining a lead in competitiveness - and whether we maintain our
competitive edge is directly related to the talent and drive of the new
students entering the workforce. Between chairing the Modeling & Simulation
Caucus and studying the rapid economic rise of China, it is clear to me that
there is a direct correlation in the relationship between exposing our
children to challenge and constructive criticism and the future
competitiveness of our nation.
A strong indicator of our nation’s competitiveness is the number of students
entering the math and science fields. Since 1980, the number of science &
engineering jobs in U.S. has risen more than four times the rate of growth
for all jobs. Additionally, more than half of Americans with science &
engineering degrees are over 40 years old, which means the science &
engineering workforce in the U.S. will experience rapid growth in total
retirement over the next two decades. Yet since 1990, degrees in engineering
have declined by 8% and degrees in math by 20%. Where will we fill these
jobs?
Innovation, competition, and creativity are gateways to inventions and
technological advancements. But are we encouraging innovation, competition
and creativity in the young minds of our students? Some say yes, others say
it’s irrelevant, but there is a growing group of individuals who feel that
we are failing to prepare our children for competitiveness because we
shelter them from healthy competition and criticism.
It is worth discussing whether the lessons of competition and sportsmanship
are so damaging to the egos of our nation's youth that coaches should no
longer post team rosters following tryouts. And it is worth debating whether
awards should go not just to those who really use their talents and excel,
but to everyone who participates – regardless of their effort. Common sense
dictates that if a child misbehaves in class, it is appropriate for a note
to go home to the parents or for the student to be sent to the office. If he
doesn’t study for a test and fails, an “F” printed in red pen ought to be at
the top of his paper. These are extreme examples, but ones that illustrate
the point that in bestowing reward, honor, or esteem on our children, that
child must merit reward, honor, or esteem.
But where is there room for merit in a sea of uniform trophies, purple
grading pens, 6th place ribbons, and 1st grade graduation ceremonies? How
many steps are there between an “A for effort” in middle school and
collegiate grade inflation? Where does the truly exceptional child fit in?
Better still, how do we even recognize the exceptional gifts of our children
if they are hidden beneath the thick mire of false praise and low standards?
In showering false praise on children we send a message that mediocrity is
not only accepted, it is expected. It is the kind of thinking that creates
employees that believe they should earn a paycheck for just coming in and
that hard work and innovation are for the naïve. And it is the kind of
thinking that asks, “What will I get out of this?” instead of “What do I
have of value to contribute to this project, this goal, or this
organization?” And why not? They have been taught that they will get a
trophy even if they come in last.
Somewhere along the way the core value that every human being has equal
worth has been distorted into the idea that every human being’s actions have
equal worth. If we continue to reward mediocrity in our children and in our
students, we will discourage excellence, spread complacency among even the
most motivated, and give rise to entitlement where none is due.
What we know logically is that competition is necessary; that praise – like
anything valuable – derives its worth from its sincerity; and that out of
honest work, effort, and sometimes the resulting discomfort, comes the most
genuine success. This is our nation’s key to competitiveness. Setting the
academic bar high means that there will be those that will fall short of the
mark. It also means it will encourage all to strive harder towards that
mark. And it is in that effort, that drive, and that endeavor that we secure
the competitive future of America.
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