2015 Math results on the National Assessment of Educational Progress
My Post colleague Emma Brown reports in this story that math scores for fourth-graders and eighth-graders across the United States dropped this year, the first time since the federal government began administering the exams in 1990. Reading scores weren’t much better; eighth-grade scores dropped while fourth-grade performance was stagnant compared with 2013, the last time the test was administered. Since 1990, scores had generally edged up with each administration, though achievement gaps between white and minority students have remained large.
School reformers who have touted NAEP score increases in the past as evidence of success are now trying to spin the newest results as anything but their the failure of their reforms. Education Secretary Arne Duncan, in 2013 for example, credited Common Core implementation for higher NAEP scores in some states. He said:
“In 2013, reading and math scores edged up nationally to new highs for fourth and eighth graders. It is particularly heartening that reading scores for eighth graders are up, after remaining relatively flat for the last decade. Achievement among the largest minority group in our nation’s public schools—Hispanic students—is also up since 2011. And higher-achieving students as a whole are making more progress in reading and math than in recent years.“While progress on the NAEP continues to vary among the states, all eight states that had implemented the state-crafted Common Core State Standards at the time of the 2013 NAEP assessment showed improvement in at least one of the Reading and/or Mathematics assessments from 2009 to 2013—and none of the eight states had a decline in scores. [Emphasis added]
Fast forward to today, and Duncan has a different explanation for the lower scores. Brown reported:
Duncan defended those policies in a call with reporters Tuesday, saying that massive changes in schools often lead to a temporary drop in test scores while teachers and students adjust. But the new standards and other policies, Duncan said, are poised to improve student achievement — and students’ lives — in the long term.“Big change never happens overnight,” Duncan said. “I’m confident that over the next decade, if we stay committed to this change, we will see historic improvements.”
Here’s a look at what the NAEP scores mean — and don’t mean — as explained by Carol Burris, who retired this year as an award-winning principal at a New York high school. She is the author of numerous articles, books and blog posts (including on The Answer Sheet) about the botched school reform efforts in her state. She is also the head of the nonprofit Network for Public Education, an organization co-founded by Diane Ravitch that works to support the improvement of public education.
By Carol Burris
Today’s National Assessment of Educational Progress score flop should come as no surprise. You cannot implement terrible education policies and expect that achievement will increase.
NAEP is a truth teller. There is no NAEP test prep industry, or high-stakes consequence that promotes teaching to the test. NAEP is what it was intended to be—a national report card by which we can gauge our national progress in educating our youth.
During the 1970s and ’80s, at the height of school desegregation efforts, the gap in scores between our nation’s white and black students dramatically narrowed. You could see the effects of good, national policy reflected in NAEP gains.
The gaps have remained, however, and this year, the ever so slight narrowing of gaps between white and black students is due to drops in the scores of white students—hardly a civil rights victory.
It is difficult to see any real growth across the board since 2011, with math scores backsliding to 2009 levels, eighth-grade reading flat for four years, and a small uptick in fourth-grade reading that is not a significant increase from 2013, which, in turn, was not significantly different from 2011.
Considering that the rationale for the Common Core State Standards initiative was low NAEP proficiency rates, it would appear that the solution of tough standards and tough tests is not the great path forward after all. For those who say it is too early to use NAEP to judge the Common Core, I would remind them that in 2013, Education Secretary Arne Duncan used NAEP increases to do a victory dance about the states that had already implemented the Core at that time—and I never heard any reformer complain.
Two years ago, Duncan attributed Tennessee’s, Hawaii’s and the District of Columbia’s NAEP score increases to their enthusiastic adoption of Race to the Top. Likewise, he attributed increases in Kentucky, Delaware, Georgia, Maine, Michigan, Minnesota, Mississippi and North Carolina to their early embrace of the Common Core.
This year, the District of Columbia and Mississippi had fourth-grade score gains in mathematics, but the rest of Duncan’s superstars had mathematics scores that dropped or were flat. All of Arne’s superstar states had eighth-grade scores that dropped or did not budge.
The District of Columbia, Mississippi, Kentucky and North Carolina had score gains in fourth-grade reading this year, but so did states like Oklahoma and Vermont that have resisted Race to the Top reforms. And in Grade 8 reading, all of Duncan’s superstars had scores that were flat or took a dive.
Colorado, a state that recently received high praise from Bill and Melinda Gates for its implementation of corporate reforms, had reading scores that were flat and math scores that significantly dropped.
NAEP scores were not the only disappointment this year. A few months ago, we saw a significant drop in SAT scores—7 points in one year alone.
Although NAEP and the SAT were not designed to align to the Common Core, they measure what the Common Core Standards were supposed to improve—the literacy and numeracy of our nation’s students. Considering the billions of dollars spent on these reforms, one would expect at least some payoff by now.
The fans of reforms are already beginning the spin. Some are blaming demographic changes (which conveniently ignores the drop in white student scores on 3 of the 4 tests), while others are attributing the stagnation to the economy (which was far worse in 2011).
The very folks who gleefully hold public schools accountable based on scores, evade using them to evaluate their own pet policies. For those of us who had first row seats to the disruption and chaos they have caused, we have one simple message—no excuses.