By Joy Pullmann
Thursday, October 31, 2019
For the third time in a row since Common Core was fully
phased in nationwide, U.S. student test scores on the nation’s broadest and
most respected test have dropped, a reversal of an upward trend between 1990
and 2015. Further, the class of 2019, the first to experience all four high
school years under Common Core, is the worst-prepared for college in 15 years,
according to a new report.
The National Assessment of Educational Progress is a federally
mandated test given every other year in reading and mathematics to students in
grades four and eight. (Periodically it also tests other subjects and grade
levels.) In the latest results, released Wednesday, American students slid yet
again on nearly every measure.
Reading was the worst hit, with both fourth and eighth
graders losing ground compared to the last year tested, 2017. Eighth graders
also slid in math, although fourth graders improved by one point in math
overall. Thanks to Neal McCluskey at the Cato Institute, here’s a graph showing
the score changes since NAEP was instituted in the 1990s.
“Students in the U.S. made significant progress in math
and reading achievement on NAEP from 1990 until 2015, when the first major dip
in achievement scores occurred,” reported U.S. News and World Report. Perhaps
not coincidentally, 2015 is the year states were required by the Obama
administration to have fully phased in Common Core.
Common Core is a set of national instruction and testing
mandates implemented starting in 2010 without approval from nearly any
legislative body and over waves of bipartisan citizen protests. President
Obama, his Education Secretary Arne Duncan, former Florida Gov. Jeb Bush, Bill
Gates, and myriad other self-described education reformers promised Common Core
would do exactly the opposite of what has happened: improve U.S. student
achievement. As Common Core was moving into schools, 69 percent of school
principals said they also thought it would improve student achievement. All of
these “experts” were wrong, wrong, wrong.
“The results are, frankly, devastating,” said U.S.
Education Secretary Betsy DeVos said in a statement about the 2019 NAEP
results. “This country is in a student achievement crisis, and over the past
decade it has continued to worsen, especially for our most vulnerable students.
Two out of three of our nation’s children aren’t proficient readers. In fact,
fourth grade reading declined in 17 states and eighth grade reading declined in
31.”
On the same day the NAEP results were released, the
college testing organization ACT released a report showing that the high school
class of 2019’s college preparedness in English and math is at seniors’ lowest
levels in 15 years. These students are the first to have completed all four
high school years under Common Core.
“Readiness levels in English, reading, math, and science
have all decreased since 2015, with English and math seeing the largest
decline,” the report noted. Student achievement declined on ACT’s measures
among U.S. students of all races except for Asian-Americans, whose achievement
increased.
ACT was one of the myriad organizations that profited
from supporting Common Core despite its lack of success for children and
taxpayers. Its employees helped develop Common Core and the organization has
received millions in taxpayer dollars to help create Common Core tests.
“ACT is one of the best barometers of student progress,
and our college-bound kids are doing worse than they have in the ACT’s
history,” said Center for Education Reform CEO Jeanne Allen in a statement.
These recent results are not anomalies, but the latest in
a repeated series of achievement declines on various measuring sticks since
Common Core was enacted. This is the opposite of what we were told would happen
with trillions of taxpayer dollars and an entire generation of children who
deserve not to have been guinea pigs in a failed national experiment.
Perhaps the top stated goal of Common Core was to
increase American kids’ “college and career readiness.” The phrase is so
central to Common Core’s branding that it is part of the mandates’ formal title
for its English “anchor standards” and appears 60 times in the English
requirements alone. Yet all the evidence since Common Core was shoved into
schools, just as critics argued, shows that it has at best done nothing to
improve students’ “college and career readiness,” and at worst has damaged it.
While of course many factors go into student achievement,
it’s very clear from the available information that U.S. teachers and schools
worked hard to do what Common Core demanded and that, regardless, their efforts
have not yielded good results. A 2016 survey, for example, found “more than
three quarters of teachers (76%) reported having changed at least half of their
classroom instruction as a result of [Common Core]; almost one fifth (19%)
reported having changed almost all of it.”
An October poll of registered voters across the country
found 52 percent think their local public schools are “excellent” or “good,”
although 55 percent thought the U.S. public school system as a whole is either
just “fair” or “poor.” Things are a lot worse on both fronts than most
Americans are willing to realize.
Compared to the rest of the world, even the United
States’ top school districts only generate average student achievement,
according to the Global Report Card. Common Core was touted as the solution to
several decades of lackluster student performance like this that have deprived
our economy of trillions in economic growth and would lift millions of
Americans out of poverty. That was when U.S. test scores, while mediocre and
reflecting huge levels of functional illiteracy, were better than they are now.
It is thus still the case, as it was when the Coleman
Report was released 53 years ago, that U.S. public schools do not lift children
above the conditions of their home lives. They add nothing to what children
already do or do not get from at home, when we know from the track record of
the distressingly few excellent schools that this is absolutely possible and therefore
should be non-negotiably required. But because the people in charge of U.S.
education not only neither lose power nor credibility but actually profit when
American kids fail, we can only expect things to get worse.
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