Latest news with #TheNation'sReportCard
Yahoo
02-04-2025
- Politics
- Yahoo
Eliminating the Department of Education and NAEP nonsense
The Lyndon Baines Johnson Department of Education Building pictured on Nov. 25, 2024. (Shauneen Miranda/States Newsroom) Political and media blather about the potential demise of the Department of Education (DE) is continuous. Lacking empathy and understanding of the positive role of public education, the president is calling for the department's termination. Not surprising, as he has stated his love for 'the poorly educated.' The lead mission statement on the DE website is 'Fostering educational excellence and ensuring equal access.' Federal policies and funding have helped create better opportunities for students with disabilities and others that require more resources for their education. Along with anti-DEI initiatives, many students of poverty and color will be denied equal access. One of the self-created functions of the Department of Education has been the delivery of the National Assessment of Educational Progress (NAEP). A standardized test titled as 'The Nation's Report Card', that assesses reading and mathematics nationwide at the 4th and 8th grade levels. The NAEP claims to offer 'a common measure of student achievement' and 'offers a window into the state of our K-12 education system and what our children are learning.' The NAEP's stated purpose of 'is to measure the educational achievement and progress of the nation's students …' NAEP results have been stagnant for decades. In 1992, 29% of students were considered proficient (or above) readers in both 4th and 8th grades. In 2024, proficiency levels were 31% for 4th grade and 30% for 8th grade. 'NAEP results also enable comparisons …, among various demographic groups, and over time.' NAEP test scores have accurately reflected demographic differences of school populations for decades. Schools, districts and states with lower family income levels, lower parent education levels, higher numbers of English language learners and special education students have lower test score averages. Year, after year, after year. The Nation's Report Card is a political hoax; not an accurate measure of learning. Presumed to be a reliable measure of school quality; it is not. Differences in test score averages always reflect student demographics. Educators (especially educational leaders) need to stop pretending that they have considerable influence over test scores. Standardized tests are designed to allow predetermined percentages of rank. If proficiency is set at the 60th percentile (a common standard), only 40% of students can attain proficiency. NAEP reading proficiency levels nationwide have never reached 40%. Profound improvements in test score averages come about by changing the demographics of the student population tested or by 'cheating.' Retaining low level readers in 3rd grade changes the tested population in 4th grade. Removing failing students improves test score averages; regardless of curriculum or instructional method. In Mississippi, NAEP 4th grade reading scores have increased from 21% proficient in 2013 to 32% in 2024. They attribute this 'Mississippi miracle' to 3rd grade reading instruction with increased emphasis on phonics and seem overly proud that still less than one third of their students are considered literate by this measure. Mississippi began a retention policy during the 2014-15 for 3rd graders with low-level reading levels. Thus, removing 7 to 9% (2019-23) of failing students from the tested population of 4th graders. It seems reading deficiencies are not the only academic shortcomings in Mississippi. Basic math skills seem to have eluded state policymakers. Simple statistical comparisons should embarrass politicians and educators in Mississippi. They pretend to have nailed the 'science of reading' while lacking evidence linking phonics to improved 4th grade reading scores. There is a clear connection between the percentages of retained 3rd grade students and 4th grade proficiency levels. There is no evidence that retention improves academic achievement in later grades or that retained students ever catch-up. There have been no sustainable gains in the reading ability of Mississippi students. 8th grade NAEP reading scores have declined, as have ACT scores, since the 3rd grade retention policy was adopted. However, there is evidence that retention contributes to higher dropout and lower graduation rates. The threat of retention does not raise test scores. It should be called the 'Mississippi mirage.' This false claim of success is just a matter of fudging statistics. An illusion that would not play well on the Strip. Nevada is on tap to follow the same failed 3rd grade retention policy (as Mississippi) in 2029. Low-level readers are not lazy. They didn't choose to be in the bottom reading groups in first and second grades. If terminated, the NAEP would be missed only by politicians and media pundits that use test scores to unfairly denigrate public education and at-risk students. Across the country, including Nevada, there is an obsession with the ill effects of the pandemic on academic achievement. There were no permanent effects on long-term academic outcomes and lives were saved by shutting down in-person classroom instruction. Test scores have mostly rebounded to previous levels with the same demographic gaps. Spoiler alert for CCSD: Extended school days and longer academic years have never provided an effective solution to closing standardized test score gaps. There is a saturation point for learning. More of the same will not change outcomes. Test scores have become the accepted measure for school success; despite a lack of evidence that differences in school settings and educational practices appreciably affect individual test scores. There is a continued fascination with comparisons of standardized test scores using the same tired statistical data when annual results are released. It is nonsense.
Yahoo
26-03-2025
- Politics
- Yahoo
Mississippi's education miracle: A model for global literacy reform
In a surprising turnaround, Mississippi, once ranked near the bottom of U.S. education standings, has dramatically improved its student literacy rates. As of 2023, the state ranks among the top 20 for fourth grade reading, a significant leap from its 49th-place ranking in 2013. This transformation was driven by evidence-based policy reforms focused on early literacy and teacher development. The rest of the country might want to take note. That's because Mississippi's success offers a proven solution to the reading literacy crisis facing many states – a clear road map for closing early literacy gaps and improving reading outcomes nationwide. As an expert on the economics of education, I believe the learning crisis is not just an educational issue. It's also economic. When students struggle, their academic performance declines. And that leads to lower test scores. Research shows that these declining scores are closely linked to reduced economic growth, as a less educated workforce hampers productivity and innovation. In 2013, Mississippi implemented a multifaceted strategy for enhancing kindergarten to third grade literacy. The Literacy-Based Promotion Act focuses on early literacy and teacher development. It includes teacher training in proven reading instruction methods and teacher coaching. Relying on federally supported research from the Institute of Education Science, the state invested in phonics, fluency, vocabulary and reading comprehension. The law provided K-3 teachers with training and support to help students master reading by the end of third grade. It includes provisions for reading coaches, parent communication, individual reading plans and other supportive measures. It also includes targeted support for struggling readers. Students repeat the third grade if they fail to meet reading standards. The state also aligned its test to the NAEP, or National Assessment of Educational Progress, something which not all states do. Often referred to as 'The Nation's Report Card,' the NAEP is a nationwide assessment that measures student performance in various subjects. Mississippi's reforms have led to significant gains in reading and math, with fourth graders improving on national assessments. I believe this is extremely important. That's because early reading is a foundational skill that helps develop the ability to read at grade level by the end of third grade. It also leads to general academic success, graduating from high school prepared for college, and becoming productive adults less likely to fall into poverty. Research by Noah Spencer, an economics doctoral student at the University of Toronto, shows that the Mississippi law boosted scores. Students exposed to it from kindergarten to the third grade gained a 0.25 standard deviation improvement in reading scores. That is roughly equivalent to one year of academic progress in reading, according to educational benchmarks. This gain reflects significant strides in students' literacy development over the course of a school year. Another study has found an even greater impact attributed to grade retention in the third grade – it led to a huge increase in learning in English Language Arts by the sixth grade. But the Mississippi law is not just about retention. Spencer found that grade retention explains only about 22% of the treatment effect. The rest is presumably due to the other components of the measure – namely, teacher training and coaching. Other previous research supports these results across the country. Adopting an early literacy policy improves elementary students' reading achievement on important student assessments, with third grade retention and instructional support substantially enhancing English learners' skills. The policy also increases test scores for students' younger siblings, although it is not clear why. Moreover, third grade retention programs immediately boost English Language Arts and math achievements into middle school without disciplinary incidents or negatively impacting student attendance. These changes were achieved despite Mississippi being one of the lowest spenders per pupil in the U.S., proving that strategic investments in teacher development and early literacy can yield impressive results even with limited resources. Mississippi's success is timely. Millions of children globally struggle to read by age 10. It's a crisis that has worsened after the COVID-19 pandemic. Mississippi's early literacy interventions show lasting impact and offer a potential solution for other regions facing similar challenges. In 2024, only 31% of U.S. fourth grade students were proficient or above in reading, according to the NAEP, while 40% were below basic. Reading scores for fourth and eighth graders also dropped by five points compared with 2019, with averages lower than any year since 2005. Mississippi's literacy program provides a learning gain equal to a year of schooling. The program costs US$15 million annually – 0.2% of the state budget in 2023 – and $32 per student. The learning gain associated with the Mississippi program is equal to about an extra quarter of a year. Since each year of schooling raises earnings by about 9%, then a quarter-year gain means that Mississippi students benefiting from the program will increase future earnings by 2.25% a year. Based on typical high school graduate earnings, the average student can expect to earn an extra $1,000 per year for the rest of their life. That is, for every dollar Mississippi spends, the state gains about $32 in additional lifetime earnings, offering substantial long-term economic benefits compared with the initial cost. The Mississippi literacy project focuses on teaching at the right level, which focuses on assessing children's actual learning levels and then tailoring instruction to meet them, rather than strictly following age- or grade-level curriculum. Teaching at the right level and a scripted lessons plan are among the most effective strategies to address the global learning crisis. After the World Bank reviewed over 150 education programs in 2020, nearly half showed no learning benefit. I believe Mississippi's progress, despite being the second-poorest state, can serve as a wake-up call. This article is republished from The Conversation, a nonprofit, independent news organization bringing you facts and trustworthy analysis to help you make sense of our complex world. It was written by: Harry Anthony Patrinos, University of Arkansas Read more: AI transformation in the legal sector begins in law schools Do 'sputnik moments' spur educational reform? A rhetoric scholar weighs in Students lose out as cities and states give billions in property tax breaks to businesses − draining school budgets and especially hurting the poorest students Harry Anthony Patrinos does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.
Fox News
20-03-2025
- Politics
- Fox News
WILLIAM BENNETT, LAMAR ALEXANDER: We both ran the Education Dept and there are 3 things we should keep
The United States survived for two centuries without a federal Department of Education and could do so again. In the 45 years the department has existed, students haven't made much progress. Nine-year-olds, for example, are reading no better today than they did when the department was created in 1979. The truth is that having a cabinet-level agency devoted to education has not made our kids smarter, our schools better or our academic achievement stronger — and it has added to runaway growth in education spending. Demoting it, perhaps integrating some functions into other departments, taking the sign off the door — any such move would need Congress's assent but wouldn't harm today's kids or the nation's future. We say this as former education secretaries — one for President Ronald Reagan and the other for President George H.W. Bush. What would do serious damage — this is a live concern as DOGE swings its broad axe — is eliminating some vital programs and responsibilities currently housed in the Education Department. That agency does three things that matter — all of which need overhauling but all of which are far too important to discard. Let's not throw these babies out with the bathwater. First is "The Nation's Report Card." This regular accounting is put together by a unit called the National Center for Education Statistics, which gathers essential data, administers key tests of student performance, and informs the whole country as to how its kids are doing in the 3Rs as well as American history and civics and science. Without that data — gathered regularly, analyzed carefully and reported accurately — we wouldn't know much about the education responsibilities Congress first assigned the government in a law passed in 1867: "…[C]ollecting such statistics and facts as shall show the condition and progress of education in the several States and Territories, and of diffusing such information respecting the organization and management of schools and school systems, and methods of teaching, as shall aid the people of the United States in the establishment and maintenance of efficient school systems, and otherwise promote the cause of education throughout the country." More than a century and a half later, we still need all that! Second is redressing violations of students' civil rights. We're talking here about actual violations, not the Orwellian search for "disparate impacts" that's too often been the focus of Education Department enforcers in recent years. But whether it's a child with disabilities who isn't getting the kind of schooling she needs, or a minority kid denied entry to a college he's qualified for, or a Jewish (or Muslim) student being harassed on campus, it's the Education Department's job to try to solve the problem. (Conceivably the Justice Department could handle this, but its hands are pretty full these days!) Third, the Education Department distributes federal dollars for various programs and services in schools and colleges. This garden definitely needs weeding. Even better — as we've each proposed in the past — the money in most K-12 programs should be "block-granted" to states. Senate legislation in 2014 recommended letting states turn 41% of federal elementary-secondary dollars into $2,100 scholarships that would follow 11 million children from low-income families to accredited schools of their choice. Similar legislation proposed such federal scholarships for children with disabilities — which many states are already doing. As school choice spreads with state and (often) local dollars following kids to the schools they actually attend, big federal programs still use creaky formulas that distribute funds to schools in ways that may never reach the youngsters meant to benefit from them. That agency does three things that matter — all of which need overhauling but all of which are far too important to discard. Let's not throw these babies out with the bathwater. It's different in higher ed, where we give Pell Grants to needy college students that accompany them to the colleges they actually attend. If such vouchers — which is what Pell Grants are — helped to create the best colleges, why not use them to create the best schools? That would eliminate layers of bureaucracy, inject needed competition into the education system, and shove Uncle Sam out of the way of state decision-makers and, especially, of parents making the best school choices for their children. The Department of Education contains plenty of grimy bathwater that should be drained. But three babies are splashing around in it. Clean them up, for sure, but don't throw them out. Lamar Alexander and Bill Bennett served as U.S. Secretary of Education for George H.W. Bush and Ronald Reagan, respectively. Lamar Alexander was elected both governor and U.S. senator from the State of Tennessee. He also served as president of the University of Tennessee and U.S. Education secretary for President George H.W. Bush. He co-founded a Nashville law firm and two successful businesses.
Fox News
20-03-2025
- Politics
- Fox News
WILLIAM BENNETT, LAMAR ALEXANDER: We both ran the Education Dept. and there are 3 key things to do without it
The United States survived for two centuries without a federal Department of Education and could do so again. In the 45 years the department has existed, students haven't made much progress. Nine-year-olds, for example, are reading no better today than they did when the department was created in 1979. The truth is that having a cabinet-level agency devoted to education has not made our kids smarter, our schools better or our academic achievement stronger — and it has added to runaway growth in education spending. Demoting it, perhaps integrating some functions into other departments, taking the sign off the door — any such move would need Congress's assent but wouldn't harm today's kids or the nation's future. We say this as former education secretaries — one for President Ronald Reagan and the other for President George H.W. Bush. What would do serious damage — this is a live concern as DOGE swings its broad axe — is eliminating some vital programs and responsibilities currently housed in the Education Department. That agency does three things that matter — all of which need overhauling but all of which are far too important to discard. Let's not throw these babies out with the bathwater. First is "The Nation's Report Card." This regular accounting is put together by a unit called the National Center for Education Statistics, which gathers essential data, administers key tests of student performance, and informs the whole country as to how its kids are doing in the 3Rs as well as American history and civics and science. Without that data — gathered regularly, analyzed carefully and reported accurately — we wouldn't know much about the education responsibilities Congress first assigned the government in a law passed in 1867: "…[C]ollecting such statistics and facts as shall show the condition and progress of education in the several States and Territories, and of diffusing such information respecting the organization and management of schools and school systems, and methods of teaching, as shall aid the people of the United States in the establishment and maintenance of efficient school systems, and otherwise promote the cause of education throughout the country." More than a century and a half later, we still need all that! Second is redressing violations of students' civil rights. We're talking here about actual violations, not the Orwellian search for "disparate impacts" that's too often been the focus of Education Department enforcers in recent years. But whether it's a child with disabilities who isn't getting the kind of schooling she needs, or a minority kid denied entry to a college he's qualified for, or a Jewish (or Muslim) student being harassed on campus, it's the Education Department's job to try to solve the problem. (Conceivably the Justice Department could handle this, but its hands are pretty full these days!) Third, the Education Department distributes federal dollars for various programs and services in schools and colleges. This garden definitely needs weeding. Even better — as we've each proposed in the past — the money in most K-12 programs should be "block-granted" to states. Senate legislation in 2014 recommended letting states turn 41% of federal elementary-secondary dollars into $2,100 scholarships that would follow 11 million children from low-income families to accredited schools of their choice. Similar legislation proposed such federal scholarships for children with disabilities — which many states are already doing. As school choice spreads with state and (often) local dollars following kids to the schools they actually attend, big federal programs still use creaky formulas that distribute funds to schools in ways that may never reach the youngsters meant to benefit from them. That agency does three things that matter — all of which need overhauling but all of which are far too important to discard. Let's not throw these babies out with the bathwater. It's different in higher ed, where we give Pell Grants to needy college students that accompany them to the colleges they actually attend. If such vouchers — which is what Pell Grants are — helped to create the best colleges, why not use them to create the best schools? That would eliminate layers of bureaucracy, inject needed competition into the education system, and shove Uncle Sam out of the way of state decision-makers and, especially, of parents making the best school choices for their children. The Department of Education contains plenty of grimy bathwater that should be drained. But three babies are splashing around in it. Clean them up, for sure, but don't throw them out. Lamar Alexander and Bill Bennett served as U.S. Secretary of Education for George H.W. Bush and Ronald Reagan, respectively. Lamar Alexander was elected both governor and U.S. senator from the State of Tennessee. He also served as president of the University of Tennessee and U.S. Education secretary for President George H.W. Bush. He co-founded a Nashville law firm and two successful businesses.
Yahoo
12-03-2025
- Politics
- Yahoo
House committee hears proposal for governor to appoint state superintendent
State Rep. Bill G. Schuette (R-Midland) answers questions during a March 12, 2025 meeting of the House Education and Workforce Committee after testifying on his proposal to allow the governor to appoint the state superintendent. | Kyle Davidson Members of the House Education and Workforce Committee heard testimony Wednesday on a recently proposed state Constitutional Amendment supporters say would bring additional accountability to the state's public education system. House Joint Resolution E, introduced by Rep. Bill G. Schuette (R-Midland) would amend the state constitution to allow the governor to appoint the state superintendent, whereas the position is currently appointed by the eight members of the State Board of Education. 'This resolution, it's letter E, but I think it's appropriate. If you think about the grade our state is receiving in public education, it should be an F, a failing grade, our third grade, reading scores, our math and our testing results, they do not measure up,' Schuette said. According to a report from Kids Count, an annual report from the Annie E. Casey Foundation, Michigan placed among the bottom ten states for education. The National Assessment of Educational Progress, also known as The Nation's Report Card, raised similar concerns, noting that 25% of fourth graders and 24% of eighth graders were considered proficient in reading. 'By adopting this resolution and having a superintendent who was appointed by the governor, who is elected by the people, we can restore some form of accountability to that department,' Schuette said. Rep. Regina Weiss (D-Oak Park) raised concerns that directly tying the superintendent to the governor's office could make the position more partisan and less consistent, noting the state tends to go back and forth between Democratic and Republican governors. However, Schuette argued that allowing the State Board of Education — whose members are nominated at each political party's convention before they are elected by Michigan voters — is already subject to a hyperpartisan selection process. 'I think having a governor who is elected by the people every four years improves the accountability of that process, because when we're looking at how are the metrics of how our public schools are performing, or if we have a governor who wants to implement reforms or changes, and [the superintendent] has a mandate directly from the people and the governor, I think that is a better way to execute that accountability and make sure that it's starting from the top with the governor, and the buck stops there,' Schuette said. The resolution would also alter the constitution so the superintendent reports to the governor rather than the state board of education, Schuette said, noting that he would also support eliminating the state board of education entirely, or allowing the governor to appoint those positions as well. Rep. Brad Paquette (R-Niles) noted that Michigan's first governor appointed the state's superintendent, suggesting the state could benefit from returning to that model. Schuette agreed, noting that the states ranked highest by the National Assessment of Educational Progress have a governor-appointed head of education. However, Weiss emphasized her concerns on the stability of changing the process, warning that when lawmakers create systems where things are constantly changing in education, it's hard to adapt to those changes. 'My concern really here is you're setting up a system in which you'll have, because of the, again, the purpleness of our state, a Republican governor appointing someone, and then a few years later, a Democratic governor, and then the constant push and pull, I think, would be detrimental for outcomes in our state. And again, whether or not I agree with the change, constant change is not good when it comes to education,' Weiss said. Schuette responded noting that Michigan is 42nd in the nation for education, saying a change is warranted. While members of the committee did not vote on the resolution, they voted on other policies on their agenda, including an effort from Rep. Cam Cavitt (R-Cheboygan) seeking to improve representation from the state's various regions, telling the committee that the partisan nominating process used in selecting candidates for the Board of Education leaves northern Michigan and the rural areas of the state vastly underrepresented. 'What this bill does is simple. It divides our state into four districts, ensuring that when political parties nominate candidates for the State Board of Education, those candidates represent every corner of Michigan, not just a few cities,' Cavitt said. 'It mandates that parties nominate candidates from all four districts on a rotating schedule, guaranteeing that rural, northern and less populated regions have a fair shot at representation.' 'Our schools in Northeast Michigan face vastly different challenges than those in Wayne County. Our rural districts struggle with transportation funding, declining enrollment and broadband access, challenges that are rarely front and center in discussions at the State Board of Education. By requiring that nominees come from different regions. This bill ensures that the lived experience of students and educators in all parts of the state are represented at the table,' Cavitt said. Additionally, the bill would force party leaders to recruit and elevate voices from northern Michigan, the Upper Peninsula, and rural Michigan rather than defaulting to candidates from major metropolitan areas, Cavitt said. Cavitt's House Bill 4148 was referred back to the House floor in a 7-4 party line vote. Schuette's resolution, meanwhile, has an unlikely path to becoming reality. It would have to pass through committee and then receive approval from two thirds of both the House and the Senate, before being placed on the ballot where Michigan voters would have the final say on whether the change would be implemented. SUBSCRIBE: GET THE MORNING HEADLINES DELIVERED TO YOUR INBOX
