The way curriculum and instruction are approached at the middle-school level is at least partially to blame for U.S. students' lagging math skills, education journalist Jay Mathews writes in this blog post. The authors of a recent study conclude that standards should be raised and teaching should be improved, but Matthews argues that academics should be taken more seriously at the middle-school level and that efforts should be made to reverse the bias against science and math in the U.S.

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