I served on the National Assessment Governing Board from 1998-2004. NAGB is the governing agency for NAEP, the federal test. I was appointed by President Bill Clinton. I learned about the inner workings of standardized testing, much of which made me skeptical of it.

I have often observed that critics of public schools assume that NAEP Proficient is the same as “grade level,” when in fact NAEP warns readers explicitly in every score report that NAEP Proficient is NOT “grade level.” In fact, NAEP Proficient represents mastery of what was tested, which I would characterize as an A or A-.

In 2010, when the anti-public school documentary “Waiting for ‘Superman’” was released, I reviewed it for The New York Review of Books and criticized it for confusing NAEP Proficiency with grade level, then claiming that most American kids can’t read, all because of their terrible public schools, their terrible teachers and those awful unions. The way to a better future, the documentary claimed, was charter schools. Not true. Even Secretary of Education Miguel Cardona has repeated this erroneous claim. Apparently neither he nor his speech writers reads NAEP reports with care and no one has briefed them.

I have explained this confusion on several occasions on the blog. I even called the Commissioner of the National Center on Education Statistics and proposed that NAEP Proficient be renamed “NAEP Mastery,” to clarify its meaning. She sounded enthusiastic about the idea (which came from a reader of this blog) but nothing changed.

I am very happy to see that Professor Paul Thomas at Furman University in South Carolina has launched a series called “Big lies in Education,” and this claim is one of the Big Lies. It is a lie because the fact that NAEP Proficient is not grade level is stated plainly in every release of NAEP scores.

Thomas begins:

One of the most bearish statistics for the future of the United States is this: Two-thirds of fourth graders in the United States are not proficient in reading,” wrote Nicholas Kristof in The New York Times.

Kristof’s piece in 2023 can be traced back to a similar claim by Emily Hanford in 2018: “More than 60 percent of American fourth-graders are not proficient readers, according to the National Assessment of Educational Progress, and it’s been that way since testing began in the 1990s,” including a surprisingly ineffective graphic.

Open the link to see this and other graphics.

The student reading proficiency Big Lie grounded in misrepresenting or misunderstanding NAEP is likely one of the most complicated Big Lies of Education.

In media and political rhetoric, first, the terms “reading proficiency” and “grade level reading” are commonly jumbled and used inappropriately as synonyms.

Achievement levels such as “basic” and “proficient,” such as used in NAEP for reading, are misleading and complicated for most people not familiar with technical terminology.

NAEP “basic” is approximately grade level (although even that claim is problematic since no standard exists in the US for “proficient” or “grade level”), and “proficient” on NAEP is high: 

Another important graph. Open the link.

Hanford’s and Kristof’s Big Lie, then, is a combination of blurring NAEP achievement levels with grade level reading achievement and manufacturing a reading crisis with that misinformation.

Ironically, NAEP grade 4 reading scores for a decade show that 2/3 of students are reading at or above grade level, the inverse of the false crisis claims of the media:

Open the link for the graph.

This is an excellent expose, which everyone should read. The claim that most kids read below grade level is foundational to the claim that public schools are in crisis. Its a Big Lie.