REFLECTING ON HIGH ACADEMIC EXPECTATIONS

High Expectations for Academic Achievement

From various resources and research on setting high academic expectations, we know that setting high academic standards leads to higher student achievement, even in students who do not have a history of successful achievement. When the teacher believes that the students' ability is fixed, students would not show much improvement. However, when the teacher taught with a growth mindset, it didn't matter where the students began, all students progressed and developed to a much higher degree. As a result, we should set high academic expectations to all students instead of only the higher-achievers. In this way, the lower-achieving students may gain more confidence and perform at higher level.

International Ranking and Analysis of PISA Scores in Korea versus Other Countries

Student Performance (PISA 2015)

In science literacy, Korea scored 516 points compared to an average of 493 points in OECD countries. Girls performed better than boys with a non statistically significant difference of 10 points (OECD average: 3.5 points higher for boys). In mathematics, Korea scored 524 points compared to an average of 490 points in OECD countries. Girls performed better than boys with a non statistically significant difference of 7 points (OECD average: 9 points higher for boys). In reading, Korea scored 517 points compared to an average of 493 points in OECD countries. Girls performed better than boys with a statistically significant difference of 41 points (OECD average: 27 points higher for girls) (Education GPS). 

Academic expectations of teachers, schools, and parents

In Korea, perhaps more than anywhere else, educational success equals socioeconomic status. South Koreans view education as the main driver of social mobility, for themselves and their family. Graduating from a top university is the ultimate marker of high status and the pressure is on from an early age. Competition and studying hard to be the best is deeply ingrained in the psyche of Korean students; the entire environment surrounding the child (parents, family, and teachers) is actively involved and geared towards the same goal: to be test-ready and succeed (Calonge).

All parents expect their child to score well on the college entrance exam. Some of the students’ parents pray at churches and temples; some may have even wait, pacing outside the gates, while their children endure the eight-hour test. Businesses delay opening to keep traffic off the streets, and planes pause takeoffs during the English-language listening section of the test. For students running late, local police offer taxi services. It’s as if the entire nation of South Korea is focused on getting students to the test and making sure they do as well as they can.

 The pressure to do well on this exam is so severe and in fact, many teenagers have committed suicide due to a disappointing performance on this test. This one test has the largest impact on a child’s future, for the vast majority of middle and lower middle-class families. However, there is an increasing trend of sending children to study abroad in hopes that they can get a scholarship to a good school like Princeton or Stanford. While Korea ranks among the highest in the world for academics, it is also unfortunately among the top-ranked in teen suicide and depression. 40% of Korean teens have reported feeling stressed about school. Sadly, suicide is the second leading cause of death (behind auto accidents) of Korean teens (Durey).

References

Calonge, D. (2015, March 31). South Korean Education Ranks High, But It's the Kids Who Pay. Retrieved from http://theconversation.com/south-korean-education-ranks-high-but-its-the-kids-who-pay-34430 

Durey, J. ( 2015, July 17). Reflections on High Expectations: South Korea. Retrieved from http://jdurey.blogspot.kr/2015/07/educational-background-korea-vs.html 

Education GPS, OECD. (2018, March 24). Retrieved from http://gpseducation.oecd.org/CountryProfile?primaryCountry=KOR&treshold=10&topic=PI