Secrets, Secrets Are No Fun!

In Friedman's discussion of the "Dirty Little Secret # 2: The Education Gap at the Top," he outlined how immigrants in the U.S. as well as citizens of other countries (especially Asian countries) have skyrocketed past American citizens in intellectual capabilities and rigor. For so many years, the U.S. led the world in most innovations, from technology to education. However, now it is American students who are on the bottom of the totem pole.
Stern, the student mentioned in the book, believes that "American culture is still producing some of the most creative scientists and engineers, though other societies are closing the gap due to their dedication to teaching fundamentals and their newfound interest in instilling more creative approaches to education in their systems" (338).
I agree that the U.S. churns out many prized people, but I also feel that with this "flattening world" comes other prized people from other countries. American education standards have dwindled because for so many years we did not need to play "catch-up" to anyone else. We ruled education, so we did what humans sometimes do -- we relaxed. And now we are truly paying the price, according to Friedman.
Friedman cites that American students are not performing well in all areas, whether math, science, reading, or writing. As Grover J. Whitehurst says, "'We're seeing substantial declines in reading for pleasure, and it's showing up in our literacy levels'" (340).

In terms of the "Dirty Little Secret # 4: The Education Gap at the Bottom," the continually distancing gap between the wealthy and the poor has, over the years, deteriorated the education system in the U.S. The National Center on Education and the Economy allowed education to be delegated according to "local school boards," which in consequence led to delegation by wealth (346). The wealthier residents organized into self-taxing districts, and they taxed each other at relatively low rates. However, for the poor side of the American economy, they had to pay high taxes yet deal with low expenditures and deteriorating school districts.
Friedman makes a good point that the idea of social mobility does exist in many areas in education anymore. If you are stuck in a poor district, you have to deal with what you have. Often, though, this results in a perpetuating cycle of poverty and inept educational leaders: social mobility is "no longer the reality in too many parts of the country today, because of the disparities in funding" (346).
However, we know that federal legislation (AHEM No Child LeftBehind) perpetuates this terrible cycle with their "failing school" system.