Report: Low Math and English Scores in California and L.A. on Nation’s Report Card

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California and Los Angeles Report Low Math and English Scores on Nation’s Report Card

In a recent report by the National Assessment of Educational Progress (NAEP), the math and English test scores of fourth- and eighth-graders across the nation have failed to show the hoped-for improvements following the pandemic-era campus closures. The results are particularly alarming in California and Los Angeles, with a majority of students either holding steady or experiencing a decline in their scores.

The National Assessment of Educational Progress, often referred to as the nation’s report card, revealed that only a small percentage of students are scoring as advanced or proficient. Even fewer are achieving a “basic” ranking, the next level down. Notably, the percentage of eighth-graders reading below the “NAEP Basic” level was the highest in the history of the assessment, while the percentage of fourth-graders scoring below NAEP Basic was the highest in two decades.

Experts have characterized these scores as a sobering call to action. Peggy G. Carr, the commissioner for the National Center for Education Statistics, expressed concern over the lack of improvement in student achievement post-pandemic. She noted that while there are signs of recovery in math, they are primarily driven by higher-performing students, leaving lower-performing students struggling, particularly in reading.

Student Achievement Disparity Widens

The test scores also highlighted a widening achievement gap, especially in eighth-grade mathematics, where the gap between higher-performing and lower-performing students has become more pronounced. While higher-performing students have shown improvement, lower-performing students continue to struggle. This disparity has resulted in an overall average score that has not significantly changed from previous years.

In reading, the situation is even more dire, with lower-performing students experiencing scores lower than those recorded in the first NAEP reading assessment in 1992. The COVID-19 pandemic cannot be solely blamed for these challenges, as the decline in performance among low-performing students has been a decade-long trend that demands urgent attention and intervention.

Carr also highlighted a concerning trend from a linked survey of students that showed a decrease in students reading for pleasure, along with an increase in chronic absenteeism, both of which have been linked to lower test scores. Despite these challenges, Carr remains optimistic, emphasizing that progress is achievable with the right interventions and support.

Los Angeles Unified School District: A Mixed Bag

In Los Angeles, the fourth-grade math scores provided a glimmer of hope, showing a significant improvement from the previous year. While L.A. Unified outperformed both the state and national averages in this metric, the overall score remained lower. The percentage of L.A. students scoring as proficient in fourth-grade math saw a notable increase, indicating progress in this area.

However, eighth-grade math scores in L.A. Unified, although slightly higher, did not show a statistically significant improvement. In fourth-grade reading, proficiency rates remained unchanged, with 25% of L.A. students scoring as proficient. Eighth-grade reading scores, on the other hand, saw a significant decline, raising concerns among educators and policymakers.

Alberto Carvalho, the superintendent of L.A. Unified schools, expressed disappointment over the unexpected drop in eighth-grade reading scores, despite efforts to improve academic outcomes. He noted that sampling methods can sometimes lead to anomalies in the data, underscoring the complexities of assessing student achievement accurately.

While the results from the NAEP tests provide valuable insights into student performance, the state testing system in California offers a more nuanced perspective, focusing on what students are expected to learn within the state’s educational framework. Linda Darling-Hammond, the State Board of Education President, credited higher state education funding and strategic investments in mental health, teacher training, and community services for the modest gains seen in state assessments.

Despite the challenges posed by poverty and homelessness in California, Darling-Hammond remains optimistic about the progress being made against all odds. The recent improvements in state test scores and graduation rates in L.A. Unified are a testament to the positive impact of targeted investments in education, although there is still a long way to go in meeting state learning goals.

In conclusion, the latest report on math and English scores in California and Los Angeles underscores the urgent need for comprehensive interventions to address the widening achievement gap and support students, particularly those who are struggling. While there are pockets of progress, the overall trend calls for a concerted effort from educators, policymakers, and communities to ensure that all students have an equal opportunity to succeed academically.

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