OTHER RESULTS
•More boys than girls scored at or above the proficient level for both grades in math. In reading, more girls than boys scored at or above that mark.
•Twenty-five out of the 52 states or jurisdictions measured had a higher average score in 2013 than in 2011 in at least one subject and grade.
•Five states had a lower score than two years ago in at least one subject and grade: Massachusetts, Montana, North Dakota, Oklahoma, and South Dakota.
•Hispanic students were the only racial or ethnic group that saw improvements in math scores in both fourth and eighth grades; Asian/Pacific Islanders students had the highest percentage of students performing at or above the proficient level in both math and reading.
— Associated Press
Sometimes the best isn’t good enough: Most American fourth- and eighth-graders still lack basic skills in math and science despite record high scores on a national exam.
Yes, today’s students are doing better than those who came before them. But the improvements have come at a snail’s pace.
The 2013 Nation’s Report Card released Thursday finds that the vast majority of the students still are not demonstrating solid academic performance in either math or reading. Stubborn gaps persist between the performances of white children and their Hispanic and African-American counterparts, who scored much lower.
Overall, just 42 percent of fourth-graders and 35 percent of eighth-graders scored at or above the proficient level in math. In reading, 35 percent of fourth-graders and 36 percent of eighth-graders hit that mark.
Still, as state and federal policies evolve in the post-No Child Left Behind era, the nation’s school kids are doing better today on the test than they did in the early 1990s, when such tracking started, with more improvement in math than in reading. Students of all races have shown improvement over the years.
The results come from the National Assessment of Educational Progress, or NAEP, which is given every two years to a sample of fourth- and eighth-graders.
This year’s results, compared to results in 2011, show average incremental gains of about one or two points on a 500-point scale in math and reading in both grades, although the one-point gain in fourth-grade reading was not considered statistically significant.
Today, President George W. Bush’s landmark No Child Left Behind education law, which sought to close achievement gaps among racial groups and have every student doing math and reading at grade level by 2014, has essentially been dismantled.
After Congress failed to update the law before it was due for renewal in 2007, President Barack Obama allowed states to get waivers from it if they showed they have their own plans to prepare students. Most states took him up on the offer.
Meanwhile, a majority of states are rolling out Common Core State Standards with the goal of better preparing the nation’s students for college or a job. The states-led standards establish benchmarks for reading and math, and replace goals that varied widely from state.
Academic scholars have long debated what effects the law and other state-led reforms have had on test scores.
This year, Tennessee and the District of Columbia, which have both launched high-profile efforts to strengthen education by improving teacher evaluations and by other measures, showed across-the-board growth on the test compared to 2011, likely stoking more debate. Only the Defense Department schools also saw gains in both grade levels and subjects.
In Hawaii, which has also seen a concentrated effort to improve teaching quality, scores also increased with the exception of fourth-grade reading.
Specifically pointing to Tennessee, Hawaii and D.C., Education Secretary Arne Duncan said on a conference call with reporters that many of the changes seen in these states were “very, very difficult and courageous” and appear to have had an impact.
Chris Minnich, executive director of the Council of Chief State School Officers, said the biggest problem revealed in the results is the large gap that exists between the performances of students of different races.
There was a 26-point gap, for example, between how white and African-American fourth-graders performed on the math section. In eighth-grade reading, white students outperformed Hispanic students by 21 points.
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