Real Education

June 23, 2008
Murray, coauthor of The Bell Curve
, believes our educational system’s failures stem from the fundamental lie “that every child can be anything he or she wants” and that such “educational romanticism” prevents progress. Four “simple truths,” he asserts, would prove better: children have different abilities, “half of the children are below average,” too many children go to college, and America’s future depends on the gifted. Murray takes care with his first point, discussing various types of abilities instead of the oft-maligned I.Q. measure; however, he does believe that test scores reflect ability. He argues that there are only a limited number of academically gifted people and these are America’s future leaders, that only this “elite” can enjoy college productively and that the nongifted shouldn’t be channeled by their high school counselors into training for that “college chimera,” which wouldn’t make them happy anyway. Further, he argues, if the Educational Testing Service created “certification tests” covering what employers want applicants to know, these would become the “gold standard” for applicants, rather than college degrees. This book is likely to stir controversy even if it appears that Murray is dressing up an old elitist argument—test scores reflect ability, so high-scorers should be offered a challenging education, while the below-average should be herded into vocational training.

September 15, 2008
Murray ("Losing Ground: American Social Policy, 19501980"; coauthor, "The Bell Curve: Intelligence and Class Structure in American Life") proposes four "simple truths"ability varies, half of all children are below average, too many people are going to college, and America's future depends on how we educate the giftedfor parents, educators, and policymakers to confront. The current focus of the educational system, Murray contends, of educating all children to the same level and holding them to the same standards (i.e., No Child Left Behind) ignores these four truths and attempts to prepare most children to earn a B.A., though many of them are not suited for college and would be happier and more productive in different careers. He suggests that bachelor's degrees should be reserved for students with the ability and interest in careers requiring it and instead there should be a series of national certifications to show what a job candidate can actually do. Murray's argument is controversial but well researched. His book is highly recommended for public and academic libraries.Mark Bay, Cumberland Coll. Lib., Williamsburg, KY

Copyright 2008 Library Journal, LLC Used with permission.

July 1, 2008
Given to thinking big about social issues (The Bell Curve, 1994; In Our Hands: A Plan to Replace the Welfare State, 2005), Murray turns to the vexing topic of education. Conceding theres much to complainabout, includingschool facilities, administration, funding, andteacher education, he focuses instead on four demonstrably true contentions that must guide successful reform: (1) scholastic ability varies, as all comparative measurements of it attest; (2) half of all children are and must be below average in scholastic aptitude; (3) too many are going to college; (4) Americas future depends on the education of the most gifted. Anticipating that these four points will be seen as justifying social elitism, Murray emphasizes rigor in the demands made of the gifted and opinesthat the preponderance of the gifted arent now in any elite. Furthermore, he advocates reducing the market importance of the BA degree while raising the value of nonscholastic educational attainment, such as the certifications of skilled trades and performance capabilities. An argument only ideologues and special interests should despise.(Reprinted with permission of Booklist, copyright 2008, American Library Association.)