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Soviet education in mathematics and physics used to be among the best, and most books were in Russian. Several reasons are mentioned for the high quality of education in Soviet UnionA very high bar. Sciences and mathematics were more prestigious in the USSR than medicine and law. Business and political science were usually not college majors, and were considered risky careers by most parents.Given the development of nuclear weapons and space exploration, the government and the society held scientists in high regard.The upward social mobility of the 1920s and 1930s, and the government support produced a constellation of strong scientists and effective teachers.Higher education was free, and financial support was provided to most college students, so that the best could afford to go to college, and the worst could not complain that they were not getting their money's worth.Student evaluations of professors did not exist, and professors did not have to aim at the median students. Professors aimed high (also see above.)If you look at the best high schools and colleges in the former USSR, education remains strong, but the overall quality took a nosedive in the 1990s when the economy tanked and many good teachers (even college professors) had to hold a side job, or change careers. Right now, there's a significant generational gap among teachers. Also, law and economics are now as prestigious as sciences and mathematics.Fields that change quickly, such as Computer Science, are not taught nearly as effectively as in Germany and North America. Don't get distracted by a country's top team's performance at the ACM ICPC competition - it does not necessarily reflect the overall level of CS education. Competition programmers are primarily self-taught.

There is a flaw in the system.Back in the old days, this flaw did not exist. High schools existed to teach students, but students were free to come and go effectively as they wished. There were no graduation requirements as such, and many students didn’t graduate. This was not seen as necessarily a bad thing. My grandfather only finished the 8th grade, and then went to work. This was seen (at the time) as a relatively normal thing to do. Lots of other kids did it, especially boys. My grandmother finished high school, which again wasn’t that abnormal at the time, but had she dropped out, the school likely wouldn’t have cared that much. Neither would her parents. I am not advocating for dropping out of high school - I’m simply relaying the history of high school.Then things changed.Look at this article:Michigan's high school graduation rate increases for fourth straight year, now at 78.58 percentWow! High school graduation rates continue to improve. Look at those happy graduates, tossing their caps in jubilation.You can see the data more clearly here:https://nces.ed.gov/pubs2012/2012006.pdfGraduation rates continue to climb, little by little, nearly every year. It’s as if we’ve found the secret to making sure everyone learns. How could anyone be opposed to that?There is, however, an open secret lurking in the halls of every high school in America. Not all diplomas are created equal. We are graduating a small but non-zero number of students who cannot read, or do simple math, or perform the kinds of tasks required to get a job.There’s a relatively new term to describe what’s at play here: Misaligned Incentives. Starting around 30 years ago (depending on the state), high schools (and later school districts) started being graded based on their graduation rates. Schools with higher graduation rates were assumed to be better (somehow) than those with lower graduation rates.There’s the misaligned incentive. The purpose of school is, of course, to educate. But the presence of this grading of schools (and, later, the attachment of funding, or even the ability to continue to operate, to that grade) pushed schools away from honestly educating and evaluating and toward dishonestly graduating everyone.The proof is incredibly easy to find.Here are two graphs showing the graduation rates of two high schools near me:High School A:High School B:I got this data from The State of Michigan’s website. As you can see, there’s some fluctuation going on here, but both schools seem to be doing a pretty good job. You would probably feel quite good about sending your child to either of these schools.The average SAT score in District A is 23rd percentile. For District B, it is 50th percentile.So, armed with what you know, what do you think of the SAT scores at this school:Would you believe me if I told you they were in the 90th percentile?Now, what if I told you they were in the 9th percentile?The correct answer? 9th.How on Earth can a school have test scores very nearly at the bottom (only 8% of schools did worse, on average), but graduation rates far in excess of 90% (and higher than schools with vastly superior scores)?The misaligned incentive rears its ugly head.The school on the bottom was in danger of being taken over by the state. Michigan uses a complex formula that takes into account things like test scores, attendance, facilities, and (of course) graduation rate. Since the test scores at this school were very low, the formula would normally have given the school a grade low enough to get it taken over by the state.But, if the graduation rate were high enough…the score could be inflated such that the school wasn’t closed…Thanks to the way the state does its math, this approach can only be used for 5 years. If you have low enough test scores for 5 straight years, the state can come in and assume control.The school on the bottom “closed” at the end of the 2015–2016 school year. It has reopened, on the same campus, but with a new name. 5 new years of operation purchased with misaligned incentives.Today, in Michigan and many other states, districts are funded based (at least in part) on their graduation rates. Graduate many and the school gets money. Graduate few and the school gets closed or taken over or underfunded or any number of other negative outcomes.Of course, if you really wanted to improve that school, you’d probably increase funding to low-performing schools rather than decrease it. But, misaligned incentives reign supreme here.About 5 years ago, I received a lower mark on “assessment” on one of my evaluations. This is odd, considering I’d been employed by the county to write assessments:http://www.elmwoodparkschools.org/common/pages/DisplayFile.aspx?itemId=4693017So, I asked what was going on. The response?“We’re concerned you’re failing too many kids.”I replied, “How many kids should I be failing?”“Oh no, it’s not like that. It’s not a hard number or anything…”“Clearly it is. What’s the line?”“Look, it’s not a line, it’s more of a suggestion, really…”“OK, what’s the suggestion?”“Well, it raises a red flag if more than 25% of your students aren’t passing.”I went back to my room and calculated my failure rate. 25.9%. At that time I’d been teaching for over 10 years, and I’d never bothered to calculate this, or even really think about it.Then, the public shaming started. Teachers’ failure rates were distributed (anonymously, but it was really easy to figure out) at meetings. Later, the names were included. High failure rates were directly equated with poor teaching.And then, people started getting fired or pushed to part time.Miraculously, my failure rate steadily declined and has stayed quite low ever since. It’s as if I’ve found the secret to making sure everyone learns.So long as schools are judged on their graduation rates, irrespective of the students they serve, this perverse twisting of how a school functions will flourish. In many low-performing schools across this country, it’s nearly impossible to not graduate.That is why functionally illiterate students are allowed to graduate.

There was a boy in our class who was lazy af.He never bothered to check his homework throughout the semester.But eventually, he started to feel the heat because of that "Late Mark" sign which used to matter a lot and directly impacted on final evaluation. [Teachers' scolding were served differently.]I, the great Frank William Abagnale, was known in the entire class for forging my father's signature on my report card.He was distressed so he came to me seeking for the help.I helped him on a condition. He has to buy me pani-puri.But as per Murphy's law:“Anything that can go wrong will go wrong.”And it went. I made a blunder.I signed his Social Science homework by the sign of our science teacher & vice versa.While checking his notebook for evaluation, Science teacher smelled something fishy and called him. That traitor couldn't even sustain the interrogation for fucking two minutes and started crying. He told her that I was the one.Hell yeah, they called my parents next day & I was ready to get thrashed -_-In principle's office:“I think the school doesn't need teachers anymore. Your son will check all the homework and papers on our behalf. He can teach kids too, the art of forgery of course”! said, my science teacher.“You have my permission to beat him up.”[ common answer by Indian parents to every situation.] my parents gave them an authority.“You know what your son is doing? he is forging our signatures. He checks students' homework. He's doing it so seamlessly that even we couldn't recognize if he hadn't made that mistake”, the teacher continued.My parents were astonished. My father could only say, "Can I see his report card"?Peon bought it for him."When on earth did I sign this damn thing???" his reaction was priceless for me!After we came home, my parents didn't beat me at all -_- . They just explained how dangerous this can be in near future. They explained it so well that I totally committed myself for not doing this again.Nowadays I use thumb impression as my signature. I learned a lesson.See you again!