Lessons from China By Jeffrey M. Bowen U.S.

educators who are fed up with policies that glorify standardized test results should pay special attention to Michael Schumans (Time, Novem er !", #$!%& e'planation for (hinas loss of competitive edge in the worlds economy. (hinese officials have repeatedly told their schools to reduce testing, homewor), and other academic urdens on young students. They have realized that spectacular international test scores do not signify invention, creativity, or imagination. *mpetus to see) these attri utes comes from realizing that their s)illed employees and managers must e a le to thin) their way of o'es and invent their own products if they want to rise eyond their current economic plateau. *n contrast, U.S. usinesses e'cel at developing innovative products. +ur democratic traditions and current management guidance often encourage employees to challenge the status ,uo, to wor) around rigid authority or infle'i le rules. -e underta)e .oint efforts often without orders from a ove to get things done in nontraditional ways.

/#/ 0istorically, we have patented more inventions than any other country in the world. *sn1t it logical that we would cele rate and reward our childrens original thin)ing, imaginative pro lem/solving, and divergent routes to success2 3pparently not, inasmuch as our federal and state policyma)ers ma)e up cum ersome rules and award massive grants in a crusade to race us to the top of international assessment programs. Truth is, U.S. students achieve differently, often in ways found more in e'tracurricular activities and clu s than in classrooms where mandated curriculum and written tests must e aligned. *f today1s students are to ecome tomorrow1s glo al usiness leaders, we should uild educationally on what we already do well economically. -e need to read.ust our priorities and em race the lessons (hina is trying so hard to learn.
November 10, 2013 Letter Submitted To Time Magazine