A Quote by Cathy McMorris Rodgers
Math and science fields are not the only areas where we see the United States lagging behind. Less than 1 percent of American high school students study the critical foreign languages of Arabic, Chinese, Japanese, Korean or Russian, combined.
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Currently, only 70 percent of our high school students earn diplomas with their peers, and less than one-third of our high school students graduate prepared for success in a four-year college.
My grandmother lived under Japanese colonial rule until she was nine. Korea, still united and whole, was colonized in 1910. During this period of forced occupation, Japanese teachers taught Korean students how to view the world through their imperialist language, their history, their foreign tongue.
American high school students trail teenagers from 14 European and Asian countries in reading, math and science. We're even trailing France.
We often forget that Iran has a long tradition and history with the United States. Iranians have been coming to the United States as students for decades. American businessmen were in Iran developing the oil fields. ...There was an American financial advisor to the Iranian government in the early part of the century.
There is an outdated belief that girls are not as good at science and math subjects as boys. But according to the report 'Generation STEM,' high school girls earn more math and science credits than boys do, and their GPAs, aggregated across math and science classes, are higher than boys'.
I feel pretty stupid that I don't know any foreign languages. I wish I knew French or Arabic or Chinese.
Like many others, I have deep misgivings about the state of education in the United States. Too many of our students fail to graduate from high school with the basic skills they will need to succeed in the 21st Century economy, much less prepared for the rigors of college and career. Although our top universities continue to rank among the best in the world, too few American students are pursuing degrees in science and technology. Compounding this problem is our failure to provide sufficient training for those already in the workforce.
It is absolutely critical for competitiveness in the United States for us to really raise the bar in education, especially in math, in science, in technology.
Think, for a moment, about our educational ladder.
We've strengthened the steps lifting students from elementary school to junior high, and those from junior high to high school.
But, that critical step taking students from high school into adulthood is badly broken. And it can no longer support the weight it must bear.
The potential of Mexico, Canada and the United States is enormous. We have a combined population of half a billion people; peaceful trade-friendly borders that are the envy of the world; the prospect of energy independence is within reach and will change the geopolitical situation of United States; we do a trillion dollars in trade among the three countries; more than 18,000 American companies are involved in foreign direct investment in Mexico and Canada; an increasing number of Mexican companies are creating jobs in the United States.
I have read that, on the average, the Japanese are getting taller, but at the moment they seem to be about the same height as American junior-high-school students, only with fewer guns.
And yet 50 percent of the kids who start high school in the United States today do not finish high school.
I consider myself Russian-American because I'm American by ethnicity and by passport, but I spent all my forming years over in the former Soviet Union in a Russian school. I never went to an American school. There was a lot of culture shock when I moved back to the States when I was 17.
In the United States, one of the main topics of academic political science is the study of attitudes and policy and their correlation. The study of attitudes is reasonably easy in the United States: heavily-polled society, pretty serious and accurate polls, and policy you can see, and you can compare them.
I work in Hebrew. Hebrew is deeply inspired by other languages. Not now, for the last three thousand years, Hebrew has been penetrated and fertilized by ancient Semitic languages - by Aramaic, by Greek, by Latin, by Arabic, by Yiddish, by Latino, by German, by Russian, by English, I could go on and on. It's very much like English. The English language took in many many fertilizations, many many genes, from other languages, from foreign languages - Latin, French, Nordic languages, German, Scandinavian languages. Every language has influences and is an influence.
I attended a high school with more than 4,000 students and met with a guidance counselor only once during my four-year stint. Despite my clear strengths in science and math, my counselor's advice was to pursue a degree in business. A career in engineering was never encouraged nor, in fact, ever mentioned.
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