Interesting article in the New York Times says that urban high schools are centered on preparing all of their students for college. The article says that many urban high schools have abolished their multitrack curriculum that previously had pointed only a fraction of students to college and now have a program in which every student is considered to be on a college track. Excerpts from the article:

• There is a growing sense of urgency among educators that the primary goal of many large high schools serving low-income and urban populations — to move students toward graduation — is no longer enough. Now, educators say, even as they struggle to lift dismal high school graduation rates, they must also prepare the students for college, or some form of post-secondary school training, with the skills to succeed.
• In affluent suburbs, where college admission is an obsession, some educators worry that high schools, with their rigorous college preparatory curriculums, have become too academically demanding in recent years.
• By contrast, many urban and low-income districts, which also serve many immigrants, are experimenting with ways to teach more than the basic skills so that their students can not only get to college, but earn college degrees. Some states have begun to strengthen their graduation requirements.
• “This is transformational change,” said Dan Challener, the president of the Public Education Foundation, a Chattanooga group that is working with the area public schools. “It’s about the purpose of high school. It’s about reinventing what high schools do.”
• “We don’t know yet how to get everyone in our society to this level of knowledge and skills,” said Michele Cahill, a vice president at the Carnegie Corporation, which, along with the Bill and Melinda Gates Foundation, is financing many of the new efforts. “We’ve never done it before.”
• Although federal studies show that most students yearn for a college degree, each year tens of thousands will not even make it through high school. In New York City, for example, roughly half the students complete high school though the new small high schools have shown substantial improvement in graduation rates.
• Of the 68 percent of high school students nationwide who go to college each year, about a third will need remedial courses, experts say. For various reasons, from financial to a lack of academic preparedness, thousands of low-income students drop out of college each year.
• Fewer than 18 percent of African-Americans and just 11 percent of Hispanics earn a bachelor’s degree, compared with almost a third of whites, ages 25 to 29, experts say. Of families making less than $25,000 a year, 19 percent complete an associate degree or higher, compared with 76 percent of families earning $76,000 per year or more.
• The innovations range from creating high schools that offer an opportunity to take college courses for credit, to devoting senior English classes to writing college application essays, and holding parties to celebrate students who complete them. New York City has a $10 million grant from the Carnegie Corporation to develop extensive college counseling and connections with higher education institutions at 70 small high schools and three redesigned large ones.
• By the 1970s, academic standards were being lowered to make it easier to move large numbers students of different abilities toward the diploma that was considered sufficient education for most, the historians say.
• Today, however, some states are putting in place more rigorous high school exit exams, and students understand that a diploma no longer provides entry to the middle class. Over the past two decades, the percentage of low-income students who say they want a four-year degree or higher has tripled, rising to 66.2 percent in 2002, from 19.4 percent in 1980, according to federal statistics. And parents are stoking their children’s hopes.
• John Deasy, superintendent of public schools in Prince George’s County, said that he wants the students in his overwhelmingly low-income and minority district to have the same academic advantages as students in, say, Greenwich, Conn.
• So the district has added eight Advanced Placement classes to all 23 high schools, including some in schools that had never offered one. The one high school that has drawn students from the upper middle class already had 26 A.P. classes.
• “For a long time we believed in the ‘some kids’ agenda,” Dr. Deasy said. “Some kids will go to college, some kids will go to the work force, some kids can go to the military. That’s garbage. We believe that every kid can learn at a high level and that college is for every child.” He added, “If a student chooses not to go to college, that is O.K.”
• Many of the new efforts involve building close relationships with local higher education institutions. North Carolina, for example, is creating 70 new “early college” high schools, where students can take college classes.
• In 2005, 74.2 percent of the graduating seniors went on to post-secondary education: of those, 56 percent went to four-year colleges, 33 percent to two-year schools and 11 percent to advanced training, Mr. Travers said. The colleges at the top of the list: Bunker Hill Community College, the University of Massachusetts at Boston and Massachusetts Bay Community College.

From The New York Times, Urban Schools Aiming Higher Than Diploma, written by Sara Rimer

In a long article published in The Atlantic Magazine, “The $1.4 trillion Question,” James Fellows writes about the huge American trade deficit with China. He writes, “In effect, every person in the (rich) United States has over the past 10 years or so borrowed about $4,000 from someone in the (poor) People’s Republic of China.”

Fellows writes, “Like so many imbalances in economics, this one can’t go on indefinitely, and therefore won’t. But the way it ends—suddenly versus gradually, for predictable reasons versus during a panic—will make an enormous difference to the U.S. and Chinese economies over the next few years, to say nothing of bystanders in Europe and elsewhere.” Excerpts from the article:

• Through the quarter-century in which China has been opening to world trade, Chinese leaders have deliberately held down living standards for their own people and propped them up in the United States. This is the real meaning of the vast trade surplus—$1.4 trillion and counting, going up by about $1 billion per day—that the Chinese government has mostly parked in U.S. Treasury notes.
• There is more and more pressure to show that the return on foreign investments is worth China’s sacrifice—and more and more potential backlash against bets that don’t pay off. (While the Chinese government need not stand for popular election, it generally tries to reduce sources of popular discontent when it can.) The public is beginning to behave like the demanding client of an investment adviser: it wants better returns, with fewer risks.
• Any economist will say that Americans have been living better than they should—which is by definition the case when a nation’s total consumption is greater than its total production, as America’s now is. Economists will also point out that, despite the glitter of China’s big cities and the rise of its billionaire class, China’s people have been living far worse than they could. That’s what it means when a nation consumes only half of what it produces, as China does.
• Some Chinese people are rich, but China as a whole is unbelievably short on many of the things that qualify countries as fully developed. Shanghai has about the same climate as Washington, D.C.—and its public schools have no heating. (Go to a classroom when it’s cold, and you’ll see 40 children, all in their winter jackets, their breath forming clouds in the air.) Beijing is more like Boston. On winter nights, thousands of people mass along the curbsides of major thoroughfares, enduring long waits and fighting their way onto hopelessly overcrowded public buses that then spend hours stuck on jammed roads. And these are the showcase cities! In rural Gansu province, I have seen schools where 18 junior-high-school girls share a single dormitory room, sleeping shoulder to shoulder, sardine-style.
• Better schools, more-abundant parks, better health care, cleaner air and water, better sewers in the cities—you name it, and if it isn’t in some way connected to the factory-export economy, China hasn’t got it, or not enough. This is true at the personal level, too. The average cash income for workers in a big factory is about $160 per month. On the farm, it’s a small fraction of that. Most people in China feel they are moving up, but from a very low starting point.
• So why is China shipping its money to America? An economist would describe the oddity by saying that China has by far the highest national savings in the world. This sounds admirable, but when taken to an extreme—as in China—it indicates an economy out of sync with the rest of the world, and one that is deliberately keeping its own people’s living standards lower than they could be.

From the Atlantic Magazine, “The $1.4 Trillion Question,” written by James Fellows