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A significant minority of Americans, especially those without children in the public schools, believe that most schools are undisciplined, dangerous places that fail to graduate students capable of succeeding as adults. Yes, there are problems. For example, large numbers of students score below the basic level on tests administered by the National Assessment of Educational Progress (NAEP), the so-called “Nation’s Report Card,” and Wisconsin’s Knowledge and Concept Examinations. Despite this, the aggregate scores of students on the NAEP tests in writing, reading, science, and mathematics are essentially the same today as they were 25-30 years ago. This suggests that the academic strengths and weaknesses of today’s students are about the same as those of the people who say schools aren’t as good as when they were young (as measured by standardized tests).
There never has been a golden age in American education. In fact, some believe that the average student in the 1990s far surpasses students of past decades on several measures. For example, average test scores on the Iowa Test of Basic Skills and the Iowa Test of Educational Development, which can be tracked all the way back to the 1930s, were at record highs in the 1990s (Bracey, 1995).
Berliner and Biddle in The Manufactured Crisis (1995) challenge those who argue that today’s students are not as intelligent or able as students of the past. They offer the following examples:
Test Data
The points discussed above are important to keep in mind when considering
the seven sources of student test data that are summarized in this paper:
1. National Assessment
Results
Since 1969, the National Assessment of Educational Progress (NAEP) has
tested national samples of students ages 9, 13 and 17. In general, the
scores of students in reading and mathematics have been stable over the
past two decades, whereas scores in science and writing are down slightly.
Berliner and Biddle note that “. . . evidence from the NAEP also does not confirm the myth of a recent decline in American student achievement. Instead, it indicates a general pattern of stable achievement combined with modest growth in achievement among students from minority groups and from ‘less advantaged’ backgrounds” (pp. 25-26). The scale scores of students in selected subjects and years are shown below.
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Scores of Wisconsin's students on National Assessment of Educational Progress (NAEP) tests have been very positive
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NAEP Proficiency
Levels
In recent years, NAEP has reported student performance relative to specific
achievement levels (e.g., the percent of students at the Basic, Proficient,
and Advanced levels in reading). The levels, with a brief description
of each, follow:
Basic: This level denotes partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade. Many critics point to the fact that significant numbers of U.S. students do not score above the Basic level. This is true; however, Basic does not mean that students are failing. It simply means that they have some weaknesses in the areas tested.
Proficient: This level represents solid academic performance for each grade assessed. Students reaching this level have demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter.
Advanced: This level signifies superior performance.
2. SAT Scores
The Scholastic Aptitude Test (now called the Scholastic Assessment Test)
was normed originally in 1941 on a population of 10,654 white males who
primarily attended private Eastern universities. The test measures student
knowledge in two areas, verbal and mathematical, and is designed to predict
academic success in college. Scores on the SAT are not reported as the
number or percent of correct answers (there are 138 questions), but as
a scale score, ranging from 400 to 1,600.
During the period from approximately 1963 to approximately 1975 there was a decline in aggregate SAT scores in the range of 60- to 90-scale points. Many argued that this decline was proof of a serious and significant deterioration in America’s schools. In reality, this 60- to 90-point decrease on a scale ranging from 400 to 1,600 represented a drop of approximately 5 percent in the number of questions answered correctly.
Furthermore, measurement experts who have investigated the drop in SAT scores have concluded that the most important reason for this decline was that greater numbers of students, especially those with weaker high school records, began to take the SAT. In short, beginning in the mid-1960s, takers of the SAT became a less elite population of high school students. This trend continues today. For example, in recent years, more than one million students take the SAT annually. Compare this with 10,654 who originally took the SAT in 1941.
Berliner and Biddle offer a different perspective on the “decline” in SAT scores: “So although critics have trumpeted the ‘alarming’ news that aggregate national SAT scores fell during the late 1960s and the early 1970s, this decline indicates nothing about the performance of American schools. Rather, it signals that students from a broader range of backgrounds were then getting interested in college, which should have been cause for celebration, not alarm,” (Berliner and Biddle, p. 21).
Critics also fail to acknowledge that in recent years SAT scores have increased. In 1995, for example, SAT scores had their largest increase in a decade. This growth was largely ignored by the popular media.
Finally, some have charged that the recent improvements in SAT scores were due to the fact that the test was made easier. Representatives of SAT, however, maintain that the test has essentially the same difficulty level as in previous years. In 1996, a new scale was introduced; however, it is possible to compare scores with the original 1941 performance levels if one feels compelled to do so.
SAT Scores in Wisconsin Wisconsin’s students consistently have outscored students throughout the nation on the SAT over the past two decades. However, a minority of Wisconsin’s graduating seniors take the SAT. In 1998, about 7 percent of 12th grade students (4,362) took the SAT. As these figures are considered, keep in mind the important conclusion by Powell and Steelman (1996). In their study of state SAT scores, they report that more than 80 percent of the variation in state SAT averages is attributable to the participation rate. That is, the fewer students tested in a state, the higher SAT scores tend to be.
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It also is interesting to note that in Wisconsin students from public schools tend to score higher on the SAT than do students from religious and independent private schools. In 1997, the composite scores were as follows:
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3. ACT Scores
Wisconsin has placed first or tied for second on the ACT (American College
Test) for more than a decade. Overall, the ACT is the predominant college
admissions test in 28 states, including Wisconsin. Scores are reported
on a scale ranging from 1 to 36. Two-thirds of Wisconsin’s graduating
seniors (41,327) took the ACT in 1998. This means that ACT scores tell
us nothing about the performance of students who are not college-bound.
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4. Wisconsin's
High School Graduation Rate
Wisconsin’s dropout rate has declined significantly since 1985. At
the current time about 90 percent of all 9th grade students graduate from
high school “on time.” Additional students graduate after their
original class (a few return to school; others pass the GED).
Each year, the Wisconsin Department of Public Instruction reports the annual dropout rate (the percent of the state’s students in grades 9-12 who dropped out during the school year). In 1985, the annual dropout rate was 3.65 percent; in 1998 the figure was 2.54.
Graduation rates for Wisconsin over the past half century also show remarkable changes. In 1950, about one-third of Wisconsin’s adults had a high school diploma or more. By 1990, nearly 80 percent of adults in Wisconsin had at least a high school diploma. It is difficult to obtain valid and reliable information about graduation rates for 40 or 50 years ago. In part, this is because the “compulsory attendance laws” of this period were not enforced and/or did not require school attendance beyond the eighth grade.
However, in 1950, only 12.9 percent of Wisconsin’s adults, aged 25 or more, had formal education beyond high school. By 1990, this figure had increased more than three-fold, to 41.5 percent.
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National graduation rates are considerably higher.
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5. The Wisconsin
Reading Comprehension Test
The Wisconsin Student Assessment System (WSAS) administers two batteries
of tests each school year: a reading test at third grade, and tests in
reading, mathematics, science, social studies, language arts, and writing
in grades 4, 8, and 10.
Since 1989, Wisconsin’s third grade students have been tested in reading comprehension. Until 1998, scores were reported in terms of a minimal standard of proficiency which might best be described as “barely passing.” It did not mean that students were reading at “grade level.” During these nine years between 1989 and 1997, 84 percent to nearly 90 percent of students met the minimal performance level.
Beginning in 1998, scores have been reported in terms of four proficiency levels: Advanced, Proficient, Basic, and Minimal. The definitions of these terms can be found below in the discussion of the results of the Wisconsin Knowledge and Concepts Examinations.
The test has three purposes: (1) to allow districts to evaluate their primary reading programs, (2) to allow for comparisons of reading performance across schools and districts, and (3) to identify marginal readers who may need remedial reading help.
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6. The Wisconsin
Knowledge & Concepts Examinations
Since the 1993-94 school year, the DPI’s Wisconsin Student Assessment
System (WSAS) has tested eighth and tenth grade public school students
in language arts, reading, mathematics, science, social studies, and writing.
Starting in 1996-97, fourth grade students also were tested. These tests
are known as the Wisconsin Knowledge & Concepts Examinations.
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Proficiency Standards Beginning with the 1997-98 school year, results have been reported in terms of proficiency standards. A proficiency score answers the question, "How does the performance of my child on this test compare with pre-established high expectations for academic success?" Proficiency standards were established to set high expectations for all students. Comparative (norm-referenced scores) show that Wisconsin's students do better than students throughout the country on nearly all tests. However, a proficiency score judges performance in terms of high academic standards set by people in Wisconsin. This is why, for example, a student in Wisconsin may receive a high national percentile score, yet still be judged "Basic" in a content area. The definitions of each proficiency level differ by subject area; however, the "general" definitions are listed below. Advanced: Distinguished in the content area. Academic achievement is beyond mastery. Test score provides evidence of in-depth understanding in the academic content area tested. Proficient: Competent in the content area. Academic achievement includes mastery of the important knowledge and skills. Test scores show evidence of skills necessary for progress in the academic content area tested. Basic: Somewhat competent in the content area. Academic achievement includes mastery of most of the important knowledge and skills. Test score shows evidence of at least one major flaw in understanding the academic content area tested. (Basic does not mean that a child is failing in the content area). Minimal Performance: Limited in the content area. Test score shows evidence of major misconceptions or gaps in knowledge and skills basic to progress in the academic content area tested. |
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Wisconsin’s proficiency levels are based on what students are expected to know and be able to do. The proficiency levels are not based on the achievement levels of students in the national comparison group. However, the following table compares the national percentile scores with the different proficiency levels.
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As in previous years, Wisconsin’s students continue to score significantly higher than the national averages on these tests. The national percentile scores for students tested during February/March, 1999, follow:
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7. International
Assessments
Critics of American education often argue that the results of domestic
assessments are no longer relevant because the United States is now part
of a highly competitive, global economy. They call attention to the relatively
poor performance of U.S. students on selected international assessments
(while failing to mention favorable results). For example, in the 1991
international assessment of reading, U.S. 4th grade students scored second
after Finland, and 9th graders ranked ninth among 31 participating countries.
Critics also tend to view the United States as though it were a single school district, thereby reducing thousands of school districts across the country to a single rank. For example, if Wisconsin’s public school students had been treated as a country, only students from Singapore would have scored higher in science in 1995. In addition, only six countries would have earned higher mathematics scores (DPI Web site: www.dpi.state.wi.us/).
The results of U.S. students on the Third International Mathematics and Science Study (TIMSS) at the elementary and secondary level were disappointing for many, especially at the upper grade levels. (The TIMSS study can be found at the following Internet address: http://nces.ed.gov/naep.)
Grade 3: U.S. ranked 11 among 25 participating countries.
Grade 4: U.S. ranked 10 among 24 participating countries.
Grade 7: U.S. ranked 28 among 41 participating countries
Grade 8: U.S. ranked 24 among 39 participating countries.
Final Year: U.S. ranked 18 among 21 participating countries.
Grade 3: U.S. ranked 3 among 25 participating countries.
Grade 4: U.S. ranked 3 among 24 participating countries.
Grade 7: U.S. ranked 17 among 41 participating countries.
Grade 8: U.S. ranked 13 among 39 participating countries.
Final Year: U.S. ranked 15 among 16 participating countries.
Final Year. U.S. ranked last among 16 participating countries.
In order to understand TIMSS, it is necessary to look at some of the findings and explanations of findings in more detail. For example:
In mathematics, Wisconsin’s eighth-grade students would have ranked seventh among 41 participating countries. Likewise, eighth graders in a consortium of school districts mainly from the north and northwest suburbs of Chicago scored an average of 587, far better than American students as a group. (The consortium, calling itself the “First in the World Consortium,” consisted of districts representing 32 elementary schools, 17 middle schools, and six high schools. The eighth graders from the consortium districts were significantly outperformed only by students in Singapore (UCSMP Newsletter, No. 21, Spring 1996-97).
Another example can be found in the 1992 international assessment of mathematics. U.S. 13-year-olds ranked 13th among 15 nations. However, if other reporting categories are used, a far different picture emerges. In this instance, Asian-American students scored the highest on this assessment, while students from Iowa and North Dakota tied with Korea for third.
Asian students, U.S. Schools (287)
Taiwan (285)
Korea, Iowa, North Dakota (283)
Advantaged urban students, U.S. (283)
White students, U.S. schools (277)
Hungary, Wisconsin (277)
In contrast, the lowest ranked categories were as follows:
Jordan (246)
Mississippi (246)
Hispanic students, U.S. schools (245)
Disadvantaged urban students, U.S. (239)
Black students, U.S. (236)
District of Columbia (234)
Conclusion
Critics of public education often use anecdotal and selected empirical data to make the case that public schools in the United States are in serious trouble. Admittedly, there are problems with American public education. Mediocrity is unacceptable. However, there are no data to suggest that conditions were all that much better at some date in the past. The next time someone suggests that schools were better when he or she attended, ask this person to provide valid and reliable supporting data. They will not be able to do it.
There are significant numbers of students who do not do well in school, and we need to do everything we can to ensure these children succeed. Our challenge is to discard the belief that certain children will not learn at higher levels or that the bell curve dooms some students to failure. In short, we must apply what we know about learning to benefit all students.
— WEAC Division for Instruction and Professional Development
Sources
Berliner, David C. and Biddle, Bruce J. The Manufactured Crisis. New York, New York: Addision-Wesley, 1995.
Bracey, Gerald W. “The Fifth Bracey Report on the Condition of Public Education.” Phi Delta Kappan (October 1995): 149-160.
National Assessment of Educational Progress Web site: http://nces.ed.gov/nationsreportcard/
National Center for Education Statistics Web site: http://nces.ed.gov/
Wisconsin Department of Public Instruction Web site: http://www.dpi.state.wi.us/
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