The Global Achievement Gap: Why Our Kids Don't Have the Skills They Need for College, Careers, and Citizenship—and What We Can Do About It

by Tony Wagner

Despite the best efforts of educators, our nation’s schools are dangerously obsolete. Instead of teaching students to be critical thinkers and problem-solvers, we are asking them to memorize facts for multiple choice tests. This problem isn’t limited to low-income school even our top schools aren’t teaching or testing the skills that matter most in the global knowledge economy. Our teens leave school equipped to work only in the kinds of jobs that are fast disappearing from the American economy. Meanwhile, young adults in India and China are competing with our students for the most sought-after careers around the world. Education expert Tony Wagner has conducted scores of interviews with business leaders and observed hundreds of classes in some of the nation’s most highly regarded public schools. He discovered a profound disconnect between what potential employers are looking for in young people today (critical thinking skills, creativity, and

Genres: Education, Nonfiction, Teaching, Parenting, Professional Development, School, Politics

320 pages, Hardcover

First published March 1, 1980

About the author

Librarian Note: There is more than one author by this name in the Goodreads database.

Tony Wagner recently accepted a position as the first Innovation Education Fellow at the Technology & Entrepreneurship Center at Harvard. Prior to this, he was the founder and co-director of the Change Leadership Group at the Harvard Graduate School of Education for more than a decade.

Tony consults widely to schools, districts, and foundations around the country and internationally. His previous work experience includes twelve years as a high school teacher, K-8 principal, university professor in teacher education, and founding executive director of Educators for Social Responsibility.

Tony is also a frequent speaker at national and international conferences and a widely published author. His work includes numerous articles and five books. Tony’s latest, Creating Innovators: The Making of Young People Who Will Change The World, will be published in April by Simon & Schuster. His recent book, The Global Achievement Gap: Why Even Our Best Schools Don’t Teach the New Survival Skills Our Children Need—and What We Can do About It has been a best seller and is being translated into Chinese. Tony’s other titles include: Change Leadership: A Practical Guide to Transforming Our Schools, Making the Grade: Reinventing America’s Schools, and How Schools Change: Lessons from Three Communities Revisited. He has also recently collaborated with noted filmmaker Robert Compton to create a 60 minute documentary, “The Finnish Phenomenon: Inside The World’s Most Surprising School System.”

Tony earned an M.A.T. and an Ed.D. at the Harvard University Graduate School of Education.

Reviews

[Erin · Rating 3 out of 5]

Interesting book. I am a high school teacher and I wholeheartedly agreed with half of it. I see more truth in his critique of problems with the teaching profession than I relate to his observation of high school classrooms.

Wagner's main point, and the one I both agree with and struggle with, is that students need to be thinking critically and collaborating in all their classes. I work to incorporate collaboration into my classes, and try to include as much critical thinking as I can. It is often hard to generate the compelling, open-ended questions and student assessments that Wagner cites in his examples of schools that work. Where I find the tension is between devoting the time to developing those deep questions with students and covering the content students are expected to know for their college classes (which are not focused on his "seven critical skills" at all). Even the collaboration I do insist on in my classes disappears at the college level (as students love to point out when I assign group projects or assign teams for in-class activities). I think he gives colleges too much of a free pass. From my experience mentoring high school students in classes at our local community college, many of the points he makes about high school are more true at the college level.

One of major points of the book, and one that is not supported by my personal experience, is Wagner's view that high schools are too focused on memorization. I've only worked at three high schools, and they may be exceptions, but both the classes I've taught and the student work I've seen for other classes has been minimally focused on memorization. In my chemistry class, I have students memorize 40 common element symbols and around 35 vocabulary words over the course of the school year (about one a week), and even those are used in context and clearly aligned to other objectives. Our school does not offer AP classes (instead encouraging students to enroll in actual college classes), so that could partially explain the difference in emphasis.

Another point Wagner makes too much of is that academic content is constantly changing, and changing rapidly. He's very hung up on whether there are eight or nine planets, but at least for science, Pluto's "demotion" is the exception that proves the rule. While the Periodic Table students see in chemistry grows slowly (at around the pace new particle colliers are constructed), the elements I have students memorize are not in constant flux. It would make more sense to think of physical science as an expanding pool of knowledge. While changes are occurring on the shoreline, much of the knowledge students are learning in high school is in the very center. It's important for students to see the changes on the edges (Higg's boson-type stuff) to know that interesting science is still being done, but Wagner needs to recognize that there are core sets of principles students can learn that are not in danger of becoming instantly obsolete.

An interesting aside, he mentions is the idea of "bubble students" - how teachers are asked to identify students that can be "moved" to the next proficiency band and focus efforts on them. My principal demands a list of 10 students from each teacher at the start of the year. I compliantly submit it and never look at it again. This little glimpse of school life rang totally sad and true for me.

I generally agreed with the issues Wagner cites in the teaching profession - specifically the lack of collaboration, the pointless time-theft of faculty meetings as they are currently structured, and the lack of meaningful feedback from administrators. While neither of the two teacher preparation programs I participated in (long story) were quite as useless as Wagner's, they were each at least 1/2 useless. I emphatically agree with his point that video critiques of teaching are an especially meaningful way to get feedback on the art of teaching - although they can be painful to watch too. I did three in my first teacher prep program but none in my second.

Interestingly, the work the Bill and Melinda Gates Foundation is doing with teacher evaluations, that Wagner cites glowingly, has had a profound negative effect on my satisfaction in the teaching profession. "Checkbox - All Satisfaction" ratings have been replaced with cruel, punitive, and even more useless "Approaching Effective" ratings. As I've repeatedly told my "peer reviewer", switching reviews from "pointless" to "cruel and pointless" makes my likely decision to leave the profession much easier. I've worked at Capital One and GE, two organizations that claim to aggressively manage performance, and I have never been upset and demoralized by a review process like in Denver Public Schools.

I do like that Wagner does not take the easy way out and blame teachers unions exclusively. Unions are a problem, but my general experience has been that administrator incompetence unfortunately necessitates an incompetent counterbalance. (I could go into a tirade about the five terrible principals I've endured in my three years of teaching, but suffice it to say it's worse than you can probably imagine in every way. A few assistant principals have been exceptions, but not many of those either...) Surprising, the Bill and Melinda Gates foundation has been notably silent on principal evaluation.

Wagner's book is thought-provoking and engaging even though I didn't agree with all his points. The skills he lists are important and the questions he asks after learning walks are great questions for reflective teachers to ask themselves. Maybe one day we'll even have time to ask them of each other during faculty meetings, assuming our lists of "bubble students" have been properly submitted to our principals of course. :)

[Aaron Maurer · Rating 5 out of 5]

The title pretty much sums up the book. I began reading this book over the summer. I was about 1/3 of the way through and decided to stop reading the book and return it to the library. Why? Because there was so much great content that I was spending more time writing out my notes than actually reading the book.

I recently purchased the book for my iPad so I could highlight and type my notes. This proved a much more productive method(and lead me to a thought on education practices) and allowed me to not only take away key passages, but also allowed for fluid reading.

There is so much great info in this book. As I currently help operate an online global project with 600+ elementary students, I found many things in this book to hold merit and raise valid questions about education. Combine this with my recent visit to High Tech High(which was included in the book) and not only understand the need for some change to education, but demand it to happen. The great thing is that change is happening.

Essentially, the author discusses 7 Essential Survival Skills that all students need.

Wagner presents seven "survival skills" that students should be learning in school in order to prepare for college and adult life:

* Critical Thinking and Problem Solving
* Collaboration Across Networks and Leading by Influence
* Agility and Adaptability
* Initiative and Entrepreneurialism
* Effective Oral and Written Communication.
* Accessing and Analyzing Information
* Curiosity and Imagination

Throughout the book he examines how these skills are being taught on the global scale and how much America has fallen behind the ranks in these skills. What is so great about his rhetoric and writing style is that it is not an all out bash on American schools. Being a teacher myself I have read plenty where teachers are just ripped apart. He focuses more on where things are going wrong and providing examples of schools that are on the right path to making change.

The skills shared here are all skills that everyone needs for whatever avenue of life they choose. Some parents and students are stuck in schools that they cannot escape. The great thing with these skills are that they can be taught at home.

Staying current with the development and changes in education I think things are moving in the right direction. I teach at a fantastic school and we even realize that changes need to be made.

I recommend this book to anyone who has an investment in education(which is pretty much everyone). You will walk away from this book with a better understanding of what is needed for our students and nation to get back to the top.

I will be using my 23 pages of notes for future blog posts on education, but since this is a review of the book I will save those rants for another day. A must read education book.

[Brian Ayres · Rating 2 out of 5]

I found this book to be extremely repetitive and highly disappointing. While I do not have all the answers and certainly agree with Wagner's stance on the lack of "rigor" in over-hyped Advanced Placement factories in the suburbs, Wagner continuously went back to the question: W.D.CEOs.W. That is: "What do CEOs want?" as if CEOs of major corporations are the epitome of Wagner's seven survival skills for teens today. It is comical to read -- though not surprising seeing Wagner is a member of the foundation-movement that funds much of educational experimentation today -- how CEOs are lecturing us all about how stupid public-school educated kids are. Were these not the same jokers who gambled tens of trillions of dollars away in the course of a few years? Though they were persuasive enough to milk the taxpayers on both ends of the financial collapse. Must have done well on the new CLA exams college are offering as exit exams.

Ironcially, CEOs want smart employees but need dumb consumers to buy their junk products and financial services.

Wagner is a pure capitalist in the same way Glenn Beck is a pure capitalist. He packages ideas together (rigor, critical thinking, agility), sells them to an audience (in this case both CEOs and education leaders) and profits from it. Although unlike Beck, who is intentionally destructive in his language and probably doesn't believe half of what he says, Wagner at least cares about what he is talking about, but I find it to be disingenuous. On one hand, he talks about needing teachers to be smart and analytical about their craft. Then on the other hand he lamented that one of this subjects in his book, who could have been a scientist, instead become a lowly teacher. Don't we need smart teachers to teach kids these skills?

[Jonna Higgins-Freese]

I'm a little weary of apocalyptic rhetoric in every genre, so I approached this with a skeptical eye. The author outlines "seven survival skills" for the future that every child should learn, and honestly, that kind of thing is always intellectually difficult for me to grasp, and seems very amorphous: critical thinking and problem solving, collaboration across networks, etc.

More helpful to me were the notes from the "learning walks" the author conducts at various schools, where he provided specific examples of what different kinds of teaching look like. Of course, the best examples were not those where students were passively sitting in their seats copying maps from the textbook onto a paper, or listening to a teacher drone through overheads about the causes of the Spanish-American war. Instead, the most learning occurred when students were researching, writing, creating -- and receiving constant in-process feedback on how to improve their work. He describes a board listing questions for discussion (things we want to know about Darfur: how do we know who supports the rebels? Are oil and tobacco motivations in Darfur?") Students are preparing for a "Camp Darfur" night, where tents will include presentations for their parents on genocides that have occurred over the past hundred years. Students use catapults and ping-pong balls to hypothesize about trajectory and distance and derive formulas for physics. The best teachers were facilitators and coaches, helping students develop their skills and move to the next level. Students used AutoCAD to recreate the ship in the voyage of the Beagle, which was then displayed in a museum. Some students worked on a project to write a book about every animal who lived in the bay- that's now for sale in the aquarium gift shop. They participated in a mock trial of Harry Truman for his decision to use the atomic bomb, in which each student took the part of a major player in the decision, researched his position, and presented it. In one school, the teacher participated in PE. Students in Spanish watch a video on a cocaine eradication program with questions on a worksheet like "How has the fumigation program affected the cocaine market? Evidence?" A student designs a menu for living in a weightless environment after studying the nutritional needs created by weightlessness.

He points out that AP tests which are required to "cover" a certain amount of "knowledge" may have made sense when knowledge was scarce, but no longer do when the most important skill is "the ability to ask the right questions." (111) He gives an example about the silliness of learning the parts of speech, because "there is no research which (sic, ironically) shows that knowing the parts of speech is necessary for learning to write well" (111). Instead, Wagner suggests that "studying academic content is the *means* of developing competencies, instead of being the goal, as it has been traditionally. In today's world, it's no longer how much you know that matters; it's what you can do with what you know" (111).

Parenthetically, I was probably most interested in his reference to two books about the value of gaming for learning, in which he cites evidence that video games "emphasize independent problem solving and the rapid acquisition of technical skills" and that video games force players to think like scientists.

[Christy · Rating 3 out of 5]

Would you like to hear a Business Man's thoughts on education, and how education can help serve Business? Sure, we all do!

I found this book interesting, but at times it felt like I'd picked up some boring Harvard Business Review shit.

Maybe I'm naive (education isn't my field, after all!) but I think there's a lot to be said for education for its own sake, without focusing on how young people can grow up to be the best worker bees possible.

Also, there's the predictable hand-wringing (in 2008!) about how Kids These Days don't know how to interact because of the internet. OMG MYSPACE HAS RUINED US.

My other main criticism of this book is that there's very little acknowledgement that personalities and learning styles vary. Yes, it's Good For Business to learn how to work in a group and give presentations, but I'm someone who learns best by taking notes from lecture and asking questions. I'd have been absolutely miserable in the group-work focused, interdisciplinary high schools the author spotlighted.

[Paul · Rating 4 out of 5]

An intriguing look into the many problems with our American Educational System.

[Conor · Rating 2 out of 5]

The Global Achievement Gap by Tony Wagner is insightful, and in 2025, now antiquated, looks into how the powers at be within education have an innate desire to bend to the will of a new 21st century economy. Nearly every teacher would agree that the current adage of schooling in a teacher-led classroom needs structural and necessary reform. However, Wagner seems to play the advocate of countless Fortune 500 companies, as well as the Bill and Melinda Gates Foundation, in chastising current pedagogical norms, while placing select charter and private schools on a pedestal, lauding them as the pinnacle of student learning and achievement.

What Wagner fails to consider throughout his writing is the fact that countless socioeconomic and environmental circumstances play an enormous part in the academic outcomes of America’s children. His chapter about off-sourcing labor due to the US’ own educational lacks only proves that Wagner’s vision of American education is one that seems to privatize countless schools and districts, all at the behest of international corporations and their desire for a more rotund and diverse workforce. 

This is not to say that a diverse workforce will not be wanted. While living in perhaps the most diverse generation of Americans the country has ever seen, there is nothing inherently wrong with this scenario. However, Wagner’s own beliefs revolving around teacher retention, tenure, and professional status should take issue with countless educators throughout the country. As this book is from 2008, the memories of NCLB and the economic crisis are at the forefront of his mind. I’d be anxious to see how Wagner’s pedagogical and structural visions have changed in the nearly decade and a half since this writing. 

[Alyson Stone · Rating 4 out of 5]

Book: The Global Achievement Gap
Author: Tony Wagner
Rating: 4 Out of 5 Stars

The Global Achievement Gap by Tony Wagner explores the growing divide between what schools traditionally teach and the skills that students need to thrive in a rapidly changing, competitive global economy. Wagner, an education expert, identifies what he calls "survival skills" — essential competencies that students need to develop to succeed in the twenty-first century. His analysis argues that while schools tend to focus on standardized testing and rote memorization, these skills often fail to prepare students for success in real-world situations, especially in a workplace that demands adaptability and creativity.
Wagner identifies seven skills critical for success in today's world, derived from interviews with business leaders and educational research. These skills are:
● Critical Thinking and Problem Solving: Wagner argues that students need to learn to ask the right questions and approach problems methodically. Real-world problems rarely come with simple answers, so schools should teach students how to analyze complex situations.
● Collaboration Across Networks and Leading by Influence: In an increasingly interconnected world, being able to work well with others and lead by influence rather than authority is crucial. Wagner emphasizes the importance of both interpersonal skills and understanding cultural differences.
● Agility and Adaptability: The rapid pace of technological and societal changes means that adaptability is key. Students need to be comfortable with change and capable of learning new skills quickly.
● Initiative and Entrepreneurialism: Wagner believes schools should encourage students to take risks, learn from failures, and innovate rather than simply follow prescribed steps.
● Effective Oral and Written Communication: Students cannot often communicate ideas clearly and persuasively, a skill that Wagner argues is central to success in any field.
● Accessing and Analyzing Information: With information constantly at our fingertips, the ability to discern quality information from misinformation and draw meaningful insights has become essential.
● Curiosity and Imagination: Wagner stresses that curiosity is the foundation of lifelong learning and innovation. Schools should nurture imagination and creativity rather than stifling them with rigid curricula.
Wagner critiques the focus on standardized testing, arguing that such assessments promote memorization over critical thinking. He suggests that these tests measure a narrow set of skills and fail to account for creativity, problem-solving, and adaptability. Furthermore, he points out that teachers are often constrained by outdated curricula and institutional expectations, limiting their ability to foster curiosity and a love for learning in their students.
The gap between traditional education and the skills needed in the workplace has serious implications, according to Wagner. He notes that many recent graduates are unprepared for the realities of a modern workforce, as they lack the ability to innovate, communicate, and work collaboratively. Employers report that these skills are often missing, leading to a workforce that is technically educated but lacking in essential competencies for success.
To address the achievement gap, Wagner suggests several changes:
● Project-Based Learning: Wagner advocates for project-based approaches, where students work on long-term, real-world projects that require them to apply multiple skills, collaborate, and adapt as they go along.
● Rethinking Assessment: He calls for assessments that measure deeper understanding and practical application of knowledge, such as portfolios, presentations, and real-world problem-solving tasks.
● Teacher Development: Wagner argues for better training and ongoing support for teachers, so they can foster creativity and critical thinking rather than focusing solely on test preparation.
● School-Industry Partnerships: Wagner also suggests that schools should collaborate with industries to ensure that the skills students are learning to align with workforce needs. Internships, mentoring, and exposure to different professions can help students understand the relevance of their education to the real world.
Wagner highlights the importance of parents and communities in bridging the achievement gap. He argues that parents should advocate for an education system that emphasizes the seven survival skills and supports their children’s development outside of school. Communities and local businesses can contribute by offering internships, apprenticeships, and other hands-on learning opportunities.
The Global Achievement Gap serves as a call to action for educators, parents, and policymakers to rethink traditional educational approaches. Wagner emphasizes that the stakes are high: in an era defined by rapid technological and economic changes, failing to prepare students with the skills they need could have long-term consequences not only for individuals but for national and global competitiveness.
Wagner’s critique of American education’s lack of real-world preparation resonates strongly with many who see the gap between what schools teach and what students need to succeed. His points about the need for critical thinking and adaptability show that American schools often focus too heavily on standardized testing, neglecting skills like problem-solving and teamwork.
For instance, Wagner points to Project-Based Learning as a solution, which lets students engage with real-world scenarios and learn from hands-on experience. In many American schools, however, teaching to the test prevents such creative approaches. Similarly, his call for schools to work with industries is important. While many students graduate with theoretical knowledge, they lack practical experience and struggle to meet workplace demands, something employers are noticing. Wagner’s recommendations underscore the need for America’s education system to shift focus from rote memorization toward fostering skills that lead to success in today’s complex, dynamic economy.
Ln-world scenarios and learn from hands-on experience. In many American schools, however, teaching to the test prevents such creative approaches. Similarly, his call for schools to work with industries is important. While many students graduate with theoretical knowledge, they lack practical experience and struggle to meet workplace demands, something employers are noticing. Wagner’s recommendations underscore the need for America’s education system to shift focus from rote memorization toward fostering skills that lead to success in today’s complex, dynamic economy.
Wagner’s call for project-based learning (PBL) highlights how vital hands-on skills are, but implementing it successfully also comes with challenges. Many teachers are constrained by strict policies, which limits their flexibility to innovate or adapt their methods. This leaves little room for critical thinking activities or projects that foster real-world skills, especially when curriculums are heavily standardized. Teachers often don’t get a say in shaping what or how they teach, making it difficult for them to address the broader skill gaps Wagner highlights.
For PBL to work effectively, students need foundational skills like time management, basic literacy, and accountability. However, a lack of motivation and frequent absences can prevent students from participating meaningfully in projects. Basic skills are often weak because many students miss a significant amount of school, and without consistent engagement, they may fall behind. Also, many students today have limited drive for independent work, and when it comes to projects, some struggle to self-direct or problem-solve, making PBL less effective.
Parents’ expectations can also complicate things. Many parents want their children to have high grades but may not prioritize skills beyond academics or encourage them to work, which can leave students unprepared for real-world responsibilities. This combination of policy limits, varying student readiness, and parental attitudes contribute to the lack of life skills and work ethic among students, which PBL ideally aims to develop but often struggles to under these conditions.
Wagner’s ideas highlight an urgent need for educational reform, but implementing them faces significant hurdles, especially regarding time constraints and teacher workload. Teachers already grapple with limited planning time and heavy workloads, conditions that have worsened in the post-COVID era. Planning project-based learning (PBL) or other dynamic lessons requires considerable time to design and assess thoroughly — a luxury most teachers do not have. Beyond teaching, they are also responsible for administrative tasks, data collection, and student support, all of which eat into the time and energy they might otherwise dedicate to developing creative, student-centred activities.
COVID-19 further strained schools, introducing challenges like learning loss, increased student absenteeism, and behavioural issues that require intensive management. Many teachers are navigating how to support students who fall behind academically or socially, and they must balance these needs while handling the demands of an increasingly under-resourced system. With teacher burnout reaching critical levels, expecting educators to overhaul their curriculum for PBL, as Wagner suggests, may be unrealistic unless major systemic changes are made.
Wagner’s vision, while compelling, may miss the mark on addressing these specific, current pressures. Post-pandemic, teachers need more robust support, both in terms of planning time and classroom resources, to bridge learning gaps effectively. Without substantial changes to their workload and support structure, teachers may struggle to adopt Wagner’s ideas fully. His recommendations would require not just policy reform but a societal shift in recognizing and supporting the pivotal role teachers play in preparing students for the real world.
Tony Wagner's The Global Achievement Gap argues that the current educational model needs transformation to equip students for a rapidly changing world. He champions a shift in focus toward creativity, critical thinking, and collaboration, contending that these skills are essential for closing the gap between what students currently learn in school and what they need to succeed in the 21st-century workforce. However, for Wagner’s ideas to be truly impactful, several major issues must be addressed in today’s schools.
First, teachers face significant constraints due to rigid policies and standardized curricula, which often dictate what and how they teach, leaving limited flexibility for innovative approaches like project-based learning (PBL). Without input in curriculum development, teachers are often forced to prioritize test preparation over skill-building, making it difficult to foster critical thinking and creativity. Even when teachers want to implement new strategies, they face time limitations: most have little planning time, and the time they do have is often consumed by administrative responsibilities, student behaviour management, and grading. This reality undercuts teachers’ ability to design engaging, real-world projects.
COVID-19 has also left lasting effects on education. Learning loss, increased absenteeism, and challenges with student motivation have made it even harder to incorporate the collaborative and self-directed learning Wagner envisions. Many students, now missing basic academic and life skills, may not be ready for PBL, which requires independence, problem-solving, and the ability to work consistently with others. Additionally, student disengagement is on the rise. Since the pandemic, students often miss school and lack the motivation to apply themselves fully in class, making it difficult to introduce more complex and self-directed learning models.
Parents’ expectations can further complicate the issue. Many parents push for high grades without necessarily emphasizing skill development or real-world readiness. Often, they do not want their children to work while in school, which limits opportunities for students to develop independence, responsibility, and the ability to balance multiple demands. This mindset contributes to a gap between academic success and practical life skills, as students may excel on paper without acquiring the work ethic or problem-solving skills they’ll need in the workforce.
In today’s post-COVID reality, Wagner’s ideas are undeniably valuable but may also seem somewhat out of touch with the current demands on teachers and schools. Implementing his vision would require systemic changes, including reducing teachers’ workloads, allowing them more planning time, and providing ongoing support to address students’ post-pandemic needs. Wagner’s recommendations highlight an ideal education model, but for real transformation, society must prioritize teacher support, student readiness, and a flexible curriculum that values skill-building over rote learning.

[David Orvek · Rating 3 out of 5]

Definitely a bit dated by this point, and largely superseded by his own later work like Most Likely to Succeed. There are some interesting examples of schools doing different things. And the chapter about the lack of teacher training was hugely relatable. It helped me feel better about the fact that I often feel like I have no idea what I'm doing as a teacher, which shouldn't be surprising since I received almost no direct training in teaching. But there are also a lot of assumptions in here I don't think I agree with and some important questions that go unasked.

[Nshslibrary · Rating 3 out of 5]

Many American students would expect the United States to be a leading country in healthcare and education but in fact the United States is ranked 17th in educational performance in the world.

The education system is faulty at its core since it is stuck in a trance teaching to the methods that were developed for the past. Nowadays employers are expecting students who know and can fluidly use the seven survival skills. These skills are proven to be necessary in the book by Tony Wagner, The Global Achievement Gap. This book looks at how the schools are using multiple choice tests designed by the state to see where their students are on their literacy and mathematical skills. The problem with many of these test as Wagner puts it is “these tests do not indicate whether a student is ready for college even if they achieved a passing score” As I was reading this book I agreed with many of Wagner’s points. As a high school student I often feel that that the class is just teaching for the final test. It is not just Wagner who believes that the schools are not preparing their students adequately for high education. In the documentary Waiting for Superman the film mentioned the unreliability of state tests since they are incredibly skewed and often solely prepared for during the year.

As mentioned earlier the new skills needed for the future aren’t test taking but the seven survival skills. These skills are in high demand by employers because students with these skills know how to work with a team, problem solve, communicate with others and are curious to learn. Wagner spends a chapter interviewing successful business leaders on what they look for in their employees, and each one responded with the seven skills. In a study of elementary schools funded by the National Health Institute researchers concluded their research with this “In a course of 20 minutes the majority is spent watching the teacher do problems or working on a worksheet alone with minimal feedback. Few opportunities were provided to work in small groups and work on analytical skills." This form of teaching which is very linear and focused on math and English is due to the “No Child Left Behind” Law. Due to this law schools are tested every year on these skills and many receive the needs improvement standard. This is why Wagner says the state tests can be questioned for their effectiveness. The school's focus all their time and money on the two subjects tested while cutting out the classes and skills that prepare students for post education.

The documentary Waiting for Superman blames the failing schools as the fault of the teachers. Although it may seem logical to blame the teachers who have proven failures, it is not justified to blame all teachers for the failing students. It can’t be the fault of the teachers themselves since their training is mainly consisted of the core classes such as English, history and math. When Wagner interviewed dozens of teachers they all said “With very few courses that teach how to be effective teachers and none on how to be a change -leader or even to supervise teachers effectively.” Without the proper skills teachers can’t be expected to do their job effectively. Wagner explains a major reason why schools fail is due to the faculty's lack of understanding for the current challenges in schools and classrooms. This book provides extensive proof for the need to change the current way our education system is run. It should be important for everyone to understand that passing the test is not enough. I recommend this book for anyone who wants to do more for their education.
~ Student Review: Daniel H.

[Lauren Sterling · Rating 5 out of 5]

I'm very delayed in sending out this review. I read this book back in 2009, and had the good fortune of then engaging Tony Wagner to come to Maine to keynote an education conference at the time the state's leadership was changing. Oddly, the Maine Education Commissioner tried to embrace the book/author's recommendations, but was blocked at every turn by Governor LePage. That being said, this book takes the research from enormous studies that identified the seven specific skills missing in our emerging high school graduates and offers solutions or rather pathways for how to reverse that trend. You won't be surprised to know that the skills gap have nothing to do with math, English, science (STEM)or any other curricular content. Read this book if you wish to understand why effective teaching that involved hands-on coaching, mentoring, and relational-based instruction won't happen through "virtual schools" alone.

[Jane · Rating 4 out of 5]

We had a book group at school with this book, and although attendance at the actual group was hit and miss, I heard lots of discussion about it around as we were doing the reading. My favorite part was chapter one where the author lists the seven qualities that are most important for our students now to know as they go to college and move in to the work force. The day I read it, I revised my lesson plans and went back to way I used to teach when I started and didn't feel threatened and held hostage by high stakes testing. Don't get me wrong, I'm glad there is an effort at having a good curriculum and accountability, but NCLB is doing more harm than good. I don't agree with everything the author says, but there are so many interesting and exciting ideas about what is best for preparing our next generation for an ever changing workplace that more educators should be reading this.

[Alex Valencic · Rating 4 out of 5]

I shared many quotes and thoughts from this book on my Facebook account. In general, I love Dr. Wagner's emphasis on his Seven Survival Skills and the understanding that our education system needs to be reinvented and reimagined in order to reflect the needs of 21st century learners, workers, and citizens. I also appreciate his call for more effective assessments that are performance- and portfolio-based over the typical multiple-choice recall assessments that have been used for decades. There are some conclusions he draws that I disagree with, but he addresses some in his postscript to the afterword. All in all, a quality book that has made me think more about my role as an educator in leading students to the kind of independent learning that will allow them to be successful members of an ever-changing society.

[Azat Sultanov · Rating 5 out of 5]

There was nothing new in it for me but I gave it 5 stars nonetheless as it was published as far back as 2008 and I figure it must have been pretty eye-opening at the time.
Basically, the idea of the book is as follows: if you are expected to drive well, you need to spend more time actually driving rather than learning different car parts by heart.
21 century has its own required set of skills to be "successful". School experience is detached from the reality and in no way prepares for life. Teachers are not coached properly. Teaching for tests kills everything. Assessment needs to be changed to reflect new requirement.
Wagner talks about 7 survival skills to be developed in school.

[Joe Wood · Rating 5 out of 5]

A great book anyone should read. I purposely say anyone, because all of us shape the schools in our communities. Wagner does a great job of calling out just why our schools desperately need to change for the better to meet the demands of the 21st century economy. I use this book so much the pages are starting to fall out.

[Deb Christenson · Rating 4 out of 5]

We are reading this book as mandatory summer reading for my school. It details what's wrong with most schools and how to get it right. Wagner affirms for me what I believe in educational best practices: highly recommended!

[Michael · Rating 5 out of 5]

Great critique of modern education.

[Erin McDonnell-Jones · Rating 3 out of 5]

My notes:

-Definition of critical thinking: "taking issues and situations and problems and going to root components; understanding how the problems evolved--looking at it from a systemic perspective and not accepting things at face value. It also means being curious about why things are the way they are and being able to think about why something is important" (p. 16)

-"...you need to start teaching critical thinking as soon as children are capable of abstract thinking" (p. 17)

-Critical thinking means asking good questions!

-7 Skills Kids Need to Succeed:
(1) Critical Thinking
(2) Collaborating across Networks/Leading by Influence
(3) Agility and Adaptability
(4) Initiative and Enthusiasm
(5) Effective Written & Oral Communication
(6) Accessing and Analyzing Information
(7) Curiosity and Imagination

"Kids know how to pass the test [AP, state, national], but they don't know how to observe" (p. 45)

Positives: he immediately relays his own biases in any observation he offers, including the introduction to why he wrote the book

-Ch 4 on Teacher Prep: too much on his own experiences--but he offers an interesting metaphor that administrative programs are roughly the same style of high school courses. Students take "disjointed courses" and then a test to prove their worth.

"You cannot run a modern education system with the idea that someone decides what's taught and then tells teachers what do to. Take Finland, for example. The system there is highly selective in hiring teachers, and the best people come into the profession not because they pay well but because of attractive incentives and working environment" (p. 152).

Wagner's recommendations for adapting methods of learning and teaching (p. 257-8):
(1) All students needs new skills to thrive in a global knowledge economy.
(2) In the age of the Internet, using new information to solve new problems matters more than recalling old information.
(3) Today's youth are differently motivated when we compare them to previous generations.
---"They're curious multitaskers who hunger for immediate gratification and connectedness. They need and value mentoring and coaching from older adults, but only when those adults are respectful of their abilities and their dreams and can relate authentically" (p. 258)

Wagner's recommendations for what makes good schools/classrooms (p. 258-9):
(1) Learning and assessment focused
--Lifelong learning focused
(2) Student motivation
--Students are motivated through (1) adults that have a close relationship to students. (2) Opportunities for students to explore their questions and interests are a driving force for learning. (3) Learning is hands-on and more personalized.
(3) School Accountability and Teacher Development
--Schools hold themselves collectively accountable for quality student work and student success in college and beyond.

[LIFEfluency Library · Rating 5 out of 5]

Tony Wagner's "The Global Achievement Gap" provides a comprehensive examination of the challenges facing education systems worldwide in preparing students for success in the 21st century. Drawing on extensive research and firsthand experiences, Wagner delves into the disparity between what schools teach and what skills students need to thrive in today's rapidly evolving global economy.

One of the book's strengths lies in Wagner's identification of the seven essential survival skills: critical thinking and problem-solving, collaboration across networks and leading by influence, agility and adaptability, initiative and entrepreneurialism, effective oral and written communication, accessing and analyzing information, and curiosity and imagination. Wagner argues persuasively that these skills are increasingly vital for students to navigate an uncertain and complex world.

Moreover, Wagner offers practical insights and actionable strategies for educators, policymakers, and parents to bridge the gap between traditional educational models and the demands of the modern workforce. He advocates for a shift towards project-based learning, interdisciplinary approaches, and fostering creativity and innovation in schools.

While some may find Wagner's critique of standardized testing and traditional teaching methods familiar, his exploration of the broader societal and economic implications adds depth to the conversation. By highlighting the disconnect between educational outcomes and workforce readiness, Wagner underscores the urgency of reimagining education for the 21st century.

"The Global Achievement Gap" is a valuable resource for parents seeking to support their children's educational journey and equip them with the skills they need to thrive in the 21st century. By reading this book, parents can become more informed and proactive advocates for their children's future success.

Overall, "The Global Achievement Gap" is for anyone concerned about the future of education and the readiness of students to thrive in an increasingly interconnected and competitive world. Wagner's insights challenge conventional wisdom and inspire readers to reimagine the purpose and priorities of education in the digital age.

[Andrew · Rating 4 out of 5]

3.5 out of 5, I rounded up because of the limited rating options on this app.

Let's start with the good, which is about 80% of the book. I think, while the context of the book is rather dated, much of the content is still incredibly applicable to classrooms today. For example, Wagner's seven survival skills hinge on the premise of engaging students in critical thinking and having them produce written, oral, or project based work that reflects that thinking. Additionally, despite the changes in standardized testing since 2008, schools are still teaching to the tests and not the skills students need to be successful. Yes, students need practice with the language of the tests, but practicing the skills from the test in an authentic format will lead to students being able to use the skills both in the context and outside the context of the test.

Now, for my complaints with the book. Not a fan of the villainization of public schools. Wagner makes them seem like this place where thought goes to die and teachers are merely there to collect a paycheck. Which, in some places may be true, but has never been my experience as a public school student or college student in a teacher ed program (at least not in IL). Secondly, Wagner really loves charter schools, not my speed, and I think it kind of downplays the work being done to improve public schools and makes it seem like public schools can't change because of the role of government in schooling. Finally, don't come for my future tenure and union membership. I'm sure in 2008 people wanted more freedom in their work and wanted options and were fine with moving around. Covid era Gen Z, especially future teachers, want stability. Tenure and union membership provides that. Simply put, don't come for the things that provide extra security in a profession that is seemingly unsupported by the government, and is difficult enough as is.

[Danielle · Rating 5 out of 5]

I believe this is by far one of the best books I have ever read. It lays out the problems with our education system and shows where we fall short with other competing nations. Wagner introduces the idea of Seven Survival Skills that students need in order to be successful citizens in the 21st century. After multiple conversations with various business leaders, it isn't the ability to pass a test that makes them want to hire someone (shocking, I know). It is the ability to problem solve and think critically, to collaborate, to be flexible and adaptive, to take initiative, have excellent oral and written communication, effectively access and analyze information, all while also maintaining curiosity and imagination. The way our current system is set up, our students are falling short in this global race to the top.

I highly recommend everyone to read this. You don't need to be an educator to appreciate what Wagner has to say. Educators are not the only ones who need to care about where our education system is going. There need to more conversations held in all communities--big and small--in order for things to really change. So whether you are a business leader who is disappointed with the new hires coming out of college, a teacher or administrator who wants to make a bigger difference, or just a person who has a child (or may have a child in the future) that wants the best education possible them, read this book. Learn what discussions you should be having and start questioning what we have been taught is a good education. Start questioning: Are we really providing everything we can for students to ensure our nation's future success?

[Elisha Lawrence · Rating 5 out of 5]

The 7 survival skills that Wagner believes teenagers should be acquiring in high school- that is the focus of this book. He suggests a different style of teaching based on preparing kids with skills rather than training them to take tests. Wagner makes a great point. I meet with a lot of college students who struggle with basic life skills. When I think back on where I began to truly develop skills like critical thinking, oral communication, or collaboration- most of this happened outside the classroom for me. And I'd wager it is similar for the vast majority of people in our country. I love to learn and I love school, but No Child Left Beyond has had some tremendously negative consequences for our schools. Administrators are focused on the bottom line- getting solid testing scores. The pressure is on teachers to prepare students for standardized tests. Testing is fine but when the entire year is spent on rote memorization, we have a massive problem with our education. America needs a refresh on our schools and Wagner's examples like High Tech High should be strongly considered as models for how we structure children's education.

[Dawn · Rating 3 out of 5]

After so much professional reference of this book, I finally had to read it. Even more than 8 years after the initial publication, so many of it's core messages still resonate in education. He makes no mention of it in the Afterward printed in the 5 years or so on in a reprinted volume of a gaping hole in his critical assessments of education. I find the book way too "essay paper clean". His criticism for teachers throughout all these gaps is too sharp. As someone who is trying to demonstrate critical thinking, it's hard to not want to take him to task for EVER using parenting as a 'metric' for learning or teaching. It's astonishing to think one wouldn't reference how significantly parenting has changed. I believe many of the efforts in the 7 survival skills align to make up for some of those shifts, it has undeniably made a teachers job a much greater hurdle. School children are reared with much less independence and parents are demanding more in the classroom environment. Even in the two students he cited -- the example of the elite student, he never once places blame on a pathologically-perfect set of parents who clearly drove a students future. He blamed a teacher not being there! I'd recommend reading the abridged version to get the salient points as they are truly required reading for the future of education and democracy.

[Rebecca The Files of Mrs. E, · Rating 4 out of 5]

How and what we teach in high school hasn't changed much in over 100 years, despite the fact that our world has changed dramatically. Wagner does an excellent job of looking at what's going on in high schools, what is required in the world today, and how to make it all come together. I think the best chapter was the one on teacher training as that is something that has frustrated me as a former teacher--especially when I compare my education classes and even just entry into the program, with my actual degree program. I think that section should go on the list of what everyone should read to have a dialogue about education in this country. The book is a little out of date. And yet, it's disappointing that in the last few years there hasn't been an educational revolution. While some schools and teachers have adapted and evolved, the system overall has not. There is also an added afterward updating the book.

[Lisa Brown · Rating 4 out of 5]

This was an interesting read. Since it was written in 2008, some of the content is a little dated especially as it relates to the internet, social media, and current educational policies, but overall the skills Wagner focuses on that high school students need to have seems to stand firm.

While I don't currently teach in a classroom, I found myself thinking constantly about the college undergraduates I work with in our lab and how these Seven Survival Skills are often lacking in their work with us. I am driven to see how we can support their education as out-of-classroom learning to help better prepare them for their future.

[Vilo · Rating 5 out of 5]

Excellent book on how our 19th century approach to school does not truly prepare students for the lives they will lead. The author is talking about ALL students from the most exclusive preparatory schools to the lowliest urban or rural schools. School was designed to create good followers--students who could carry out instructions in the working world. Today's fast-moving competitive environment requires very different skills. Students need to think, they need to collaborate, and they need to have the freedom and encouragement to innovate and solve problems.

[Vicky · Rating 5 out of 5]

Mysterious intrigue, Romance, Rogues, and beautiful Women what more can you ask for in a book! A great storyline and this book has that too! The author criss-crosses a remarkable plot that takes us into the seedier side of London and what can happen if your not alert.

The characters are wonderfully developed and you want to keep flipping the pages to find out what to expect next or if you are wrong on guessing what the author has planned! I definitely would recommend this book!

I received an advanced copy from NetGalley and these are my willingly given thoughts and opinions.

[Oks Oriek · Rating 3 out of 5]

Tony Wagner offers us somewhat bigger picture of problems with the public school system in the US. He shows us that not only there is a huge gap in what students learn between the richest and poorest school districts, but a whooping gap between the richest school districts and requirements of the present and future economy. In other words, most students come out of the US schools unprepared - for college, for career, and for life. Instead of learning the skills of future - such as critical thinking, creativity, collaboration, adaptability, communication - US students study to the tests. Most of public school teachers are not up to the job unfortunately either. The author brings a few examples of schools that successfully teach their students the seven survival skills - mostly started by inspiring visionaries - but it’s hard to get into one.

[John Moosemiller · Rating 2 out of 5]

Interesting perspective that can help a reader who is not a part of K-12 education get a better understanding of some challenges. However I am not confident that the book is well researched beyond the authors anecdotal experiences, and at times the conclusions are not internally consistent.

Ex: There is a section describing what evaluation criteria might work to identify strong administrators, but there was no part of the evaluation that would prevent "teaching to the test". Hardly a solution if it doesn't satisfy the largest problem the author seems to have with the education system.

[Anna Hui · Rating 4 out of 5]

Certainly got a lot of inspirations from this book, most views are always shared by me at the beginning when I raised my own children, to when I started The Avid Reader Club.

Examples given are very concrete, although after 50-60% of the book it gets a bit too detailed and a bit boring, without giving much additional perspectives but to support the one idea that the education system needs a reform, or a reinvention as per what the author used as the right term.

A book to take reference from for my upcoming online course.