Mexican students are beaming with happiness.
Well, at least that’s what OECD’s PISA found. In fact, in their report for Student Well Being, Mexico ranks at the top of OECD countries, with 58.5% of them claiming they are “very satisfied with life”.
But at the same time, Mexico has consistently ranked at the very bottomof academic achievement among OECD countries. In all three domains (Reading, Math and Science) less than 1% of students are top performers. There’s nothing here to be happy about.
Could Mexicans improve their education outcomes by lengthening the amount of time students spend learning, in and out of school? It is not likely.
We are already devoting a larger share of time studying, well above OECD’s average of 44 hours a week, but significatively below top performers like Korea.
Eduardo Andere, a Mexican researcher specializing in comparative education, strongly disagrees with making school days longer in order to improve performance. What good could it come from increasing the dosage of bad education? That, by itself, will not turn a deficient education into a good one. In fact, it could be even worse.
Even more time of a good education will not necessarily result in better academic achievement. According to the OECD, “increasing learning time alone, such as by making school days or years longer, or shortening lunch breaks, is not enough to improve student outcomes. The question is whether more time leads to fatigue, boredom and burnout, or to productive and effective learning”(p. 2)
If more time spent at school is not the answer, then what to do? Every country is different, of course, but in the case of Mexico, poverty and inequity play a major role in academic achievement. Andere (2014) states that for too long we have believed that education will solve the problem of poverty, but it seems more likely to be the other way around. At the very least, it is a two-way road.
Erradicating poverty and inequity are goals well beyond the reach of any school teacher. Changing the education system to allow for better opportunites is too high a task for the everyday educator. But we have our classrooms and our students, and, at least there, we can make a difference.
At Colegio Valle de Filadelfia, where I teach, school days are longer that the Mexican average by about 7 hours per week. However, this time is not all spent in academic activities. We have a wide array of learning opportunities that range from music and art to coding, genius time and Maker Space. Students develop different skills and interact with peers and kids of other ages. And yes, they score well above the national average in standardized tests. Although we could not pinpoint the exact causes, I am sure they are not necessarily related to more time spent in school. I suspect it could have much more to do with how we spend that time and where do our students come from.
Let’s make the most of the time (however big or little) that we have at school. If we are able to promote joyous, engaging learning in (almost) every minute, our kids will fare much better – not only in PISA, but, most importantly, in life.
As part of C.M. Rubin’s Top Global Teacher Bloggers, this is my response to this month’s question: How much time should K-12 students spend at school during a calendar year?
Andere, E. (2014) La Escuela Rota: Sistema y Política en contra del Aprendizaje en México. Siglo XXI Editores.
OECD (2017), PISA 2015 Results (Volume III): Students’Well-Being, PISA, OECD Publishing, Paris. http://dx.doi.org/10.1787/9789264273856-en
OECD (2017) PISA Country Note, México. Retrieved on September 1st, 2018, from https://www.oecd.org/pisa/PISA-2015-Mexico.pdf
OECD (2017) Pisa in Focus #73 Do students spend enough time learning?