Since the two sets of NAEP scores were released recently, commentators have gone into a panic about “learning loss” and used the declines to promote their favorite reform: more of this, less of that. DeSantis even released a press release claiming falsely that Florida’s formula of ignoring the pandemic was just right (California stuck with the CDC guidelines and did at least as well, maybe better, than Florida, but Gavin Newsom did not issue a press release).
Jan Resseger has words of perspective that I sum up as: why are we surprised that learning was disrupted by the pandemic?
My question, having served on the NAEP board for seven years, is why the media and the reform crowd thinks that NAEP scores should go up every year? Why should fourth and eighth graders this year know more than fourth and eighth graders two years ago or four years ago? Isn’t it reasonable to assume that students of the same age and grade are likely to have the same scores? Yet if they do, the media sends out loud lamentations that scores are “flat.” Oh, woe! Surely we want to see a rise in the scores of the lowest scoring students, and a narrowing of gaps, but the media assumes that everyone must increase their scores or the education system is failing. This is nuts. There is little or no relationship between the test scores of students in fourth and eighth grades and the economy of the future.
Jan Resseger writes:
Are the new National Assessment of Educational Progress scores a catastrophic indication that the U.S. public schools have fallen into decline? I don’t think so.
Early this week, the National Center for Education Statistics (NCES) released a large data set from National Assessment of Educational Progress exams administered last spring to 4th and 8th grade students in U.S. public schools. Last month, NCES released scores from tests administered to a smaller group of 4th graders. Both sets of scores show that the COVID pandemic seriously disrupted schooling for the nation’s children and adolescents.
Chalkbeat’s Matt Barnum explainswhat the National Assessment of Educational Progress (NAEP) is: “The National Assessment of Educational Progress (NAEP, pronounced nape) is a test administered by an arm of the U.S. Department of Education. It’s given periodically to a representative subset of American students in math and reading in grades four and eight. Scores are broken down by state and for a select handful of cities, too. The latest results are based on tests given between January and March 2022. The previous test was given in 2019, before the pandemic… Scores from a separate NAEP exam that has been given to 9-year-olds for many decades were previously released in September.”
The NAEP scores released this week were precipitously lower than scores on the NAEP when it was administered in 2019, before COVID—particularly in 8th grade math. The Washington Post’s Laura Meckler reports: “The portion of eighth-graders rated proficient or better in math fell to 27 percent, from 34 percent in 2019… the steepest decline in more than a half century of testing.” (The fact that every year relatively few students reach NAEP’s proficient level overall is because the NAEP “proficient” cut score is set artificially high; it marks what most people would define as “advanced.”)
Some people assume that this year’s drop in NAEP scores signals a reversal of progress, the beginning of a downward spiral. Others are using the scores as evidence for their particular reform or as evidence that their state had a better policy on school closures than other states. Meckler writes: “Partisans on all sides of the education debate seized on the results to advance competing ideas about the way ahead… The test results also offered fodder for those who argue bringing students back to campuses quickly was the right move… ‘We kept schools open in 2020, and today’s NAEP results once again prove we made the right decision,’ Florida Gov. Ron DeSantis (R) said on Twitter. But the data did not establish a connection between back-to-school policies and academic performance. In California, for instance, many public schools were closed well into the 2020-21 school year and some students never saw a classroom that year. But the declines were similar to those in Texas and Florida, where schools were ordered to reopen much sooner.”
In a blog post last month when the first set of 4th grade NAEP scores was released, I shared my own assessment of what had happened. I think the scores released last month and the scores released this week show the same thing. Here is some of what I said in that post.
***
There is no cause for panic. Schooling was utterly disrupted for the nation’s children and adolescents, just as all of our lives were interrupted in so many immeasurable ways. During COVID, while some of us have experienced the catastrophic death of loved ones, all of us have experienced less definable losses—things we cannot name.
I think this year’s NAEP scores—considerably lower than pre-pandemic scores—should be understood as a marker that helps us define the magnitude of the disruption for our children during this time of COVID. The losses are academic, emotional, and social, and they all make learning harder.
Schools shut down and began remote instruction in the spring of 2020, and many stayed online through the first half of last school year. While most public schools were up and running by last spring, there have been a lot of problems—with more absences, fighting and disruption, and overwhelming stress for educators. It is clear from the disparities in the scores released last week among high and low achievers that the disruption meant very different things to different children. It is also evident that the pandemic was a jolting shock to our society’s largest civic institution. It should be no surprise, then, that the attempt to get school back on track was so rocky all through last spring…
While the NAEP is traditionally used to gauge the trajectory of overall educational achievement over time, and while the trajectory has been moderately positive over the decades, the results released last week cannot by any means be interpreted to mean a change of the overall direction of educational achievement.
Education Week’s Sarah Schwartz asked Stanford University professor Sean Reardon (whose research tracks the connection of poverty and race to educational achievement) whether “it will take another 20 years to raise scores once again.” Reardon responded: “That’s the wrong question…. The question is: What’s going to happen for these (9-year-old) kids over the next years of their lives.” Schwartz describes more of Reardon’s response: “Children born now will, hopefully, attend school without the kinds of major, national disruptions that children who were in school during the pandemic faced. Most likely, scores for 9-year-olds, will be back to normal relatively soon, Reardon said. Instead, he said, we should look to future scores for 13-year-olds, which will present a better sense of how much ground these current students have gained.”
Schwartz reports: “Students at all levels lost ground during the past two years, but lower-performing students saw the biggest drops.” The test does not in any way measure the factors that contributed to the drop in scores for students who were already struggling, but the results shouldn’t be surprising. Some children live in families with internet access and enough computers that each of several children in the family could access online instruction simultaneously, while other children’s parents had to drive them to public library or fast food outlet parking lots to find any internet access at all. Some parents had sufficient time at home to supervise children and provide assistance during online instruction, while in other families, older siblings supervised younger siblings while trying to participate themselves in online instruction. Some children and adolescents simply checked out and neglected to log-on.
Diane Ravitch's blog 
I wrote an email to Stephanie Ruhle over her panic attack and referred her to this blog. I suggested that perhaps her researchers could expand their knowledge of educational matters before they turn her loose with less than complete information/understanding. There are so many knowledgeable voices presented here that are ignored in the national media.
The mainstream media which are currently in the entertainment division of networks encourages alarmist programming. Every topic that is intended to get the attention of lots of eyes and ears leans on the deliberate side of sensationalism instead a simply reporting facts.
The NAEP has nothing to do with the economy. I have seen so many students from poor countries arrive with no English and very little formal education arrive in our public schools. With stability and support from well trained teachers, students can overcome a lot more hardships than an insignificant drop in NAEP scores.
MSNBC, stop clutching your pearls over the NAEP to pump up ratings. As my mother would say, the response is “a tempest in a teapot.”
imagine, not being at all tied to those demoralizing test scores!
What we need most is a collective collegial discussion of the validity and reliability of the NAEP tests as well as standardized tests in general and those used by our states.
We cannot compare test scores from year to year unless we have “equivalent measures.” The development of equivalent measures is no easy task.The classifications used nowadays are a bit suspect.
In my now 47 years serving the School District of Philadelphia as a reading diagnostician, reading specialist, Title I Reading Coordinator and administrator, and now as an advocate for propriety in public education, I have never seen any standardized reading test which is not flawed in some way. Neither can I imagine any way of constructing a standardized reading test without some flaw.
Reading is just too complex of a cognitive process to be accurately assessed in one sitting for a standardized test.
Informal reading assessment by a highly qualified certified reading specialist is the most accurate assessment of reading. It is best done when the reading specialist actually teaches the students being assessed. When a qualified reading teacher actually works with his or her students and analyzes their performance on a daily basis, that is when we get the most accurate assessment and measure of student growth.
Reading is an ability.
Agreed!
I’m simply tired of the conversation because the media continues to ignore state malfeasance when it concerns funding along with the ongoing negligence toward teachers. The media constantly posits that our public schools must be failing as too much of our electorate is unwilling to pay the freight.
I watched to Fareed Zakaria talk about so-called learning loss with Salman Khan on CNN today. Of course, Khan was pitching his academy as the solution with no mention of reading at all in the discussion. If he wants to talk about education, bring in a legitimate educator, not someone pushing more technology as the cure to all problems.
If Florida’s policy is to ignore the pandemic then why didn’t the President suspend commercial air travel to and from Florida a year ago to protect the other states from infection by returning tourists?
Test scores are racist, sexist reflections of corporations. Time to stop.
Only fools and idiots give a damn about NAEP scores.
Duane, there are LOTS of fools out there. Charlatans too.
I think that students are just SICK of standardized tests and no longer are willing to try on a test for which they receive nothing and has no impact on their lives. COVID changed a lot of things and people’s willingness to jump through unnecessary hoops is one of them.