American students need to improve in math and science—but not because there’s a surplus of jobs in those fields.
Everyone knows that the United States has long suffered from widespread shortages in its science and engineering workforce, and that if continued these shortages will cause it to fall behind its major economic competitors. Everyone knows that these workforce shortages are due mainly to the myriad weaknesses of American K-12 education in science and mathematics, which international comparisons of student performance rank as average at best.
Such claims are now well established as conventional wisdom. There is almost no debate in the mainstream. They echo from corporate CEO to corporate CEO, from lobbyist to lobbyist, from editorial writer to editorial writer. But what if what everyone knows is wrong? What if this conventional wisdom is just the same claims ricocheting in an echo chamber?