This essay responds to Jill Williams and Sara Tolbert (2021) and discusses the similarities and differences in curriculum, classroom, teaching and standards between Arizona, USA, and Victoria, Australia. Williams and Tolbert relate a good news story in a state of neoliberal educational despair. This essay argues that, from a relatively well supported Science, Technology, Engineering and Mathematics (STEM) education perspective in Victoria, the marginalised story they tell is to be envied. This argument draws attention to curriculum deficiencies, teacher qualifications and testing regimes as sources for concern.

本文回应了吉尔·威廉姆斯（Jill Williams）和萨拉·托尔伯特（Sara Tolbert，2021年），并讨论了美国亚利桑那州和澳大利亚维多利亚州在课程，课堂，教学和标准方面的异同。威廉姆斯（Williams）和托伯特（Tolbert）在新自由主义的教育绝望中讲述了一个好消息。本文认为，从维多利亚州一个得到相对良好支持的科学，技术，工程和数学（STEM）教育的角度来看，他们所讲述的被边缘化的故事是令人羡慕的。该论点引起人们对课程缺陷，教师资格和考试制度的关注，这是引起人们关注的原因。