What Your 8th Grader Needs To Know
What Your 8th Grader Needs To Know – Nation’s report card shows biggest drops on record in 4th and 8th grade Math The education world is nervously awaiting the first NAEP release since COVID. The scores show evidence of severe learning disabilities, particularly in mathematics
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What Your 8th Grader Needs To Know
National testing data released this morning shows severe damage to student math and reading performance, confirming the continuing educational toll of COVID-19. Although some states have shown evidence of academic recovery this year, federal officials warn that learning lost in the pandemic will not be easily restored.
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Grade 8 math scores on the National Assessment of Educational Progress, often called the “Nation’s Report Card,” dropped an unprecedented eight points since the test was last administered in 2019, while fourth graders scored five points; both are the biggest maths failures ever recorded in the exam. In reading, fourth- and eighth-grade scores dropped by three points, leaving them statistically unchanged since 1992, when NAEP was first launched.
The findings are consistent with previous assessments of student outcomes in the COVID era, whether conducted by academic researchers or state and district authorities, which have shown incontrovertible evidence of declining performance in English and particularly maths. Just a few months ago, the release of scores for 9-year-olds on NAEP’s “Long-Term Trends” assessment — another test that measures today’s students against a baseline set earlier in the 1970s — had similarly ominous results delivered. .
However, the education world is nervously awaiting the release of current data, perhaps the most important federal counts to emerge since the pandemic began. Peggy Carr, commissioner of the National Center for Education Statistics, said that while the relative stability in reading scores in some of the nation’s largest districts offers some “bright spots … amid all the chaos of the pandemic,” unprecedented math yields. serious concern.
“Typically for a NAEP assessment … we’re talking about significant differences of two or three points,” Carr said on a Friday call with reporters. “So an eight-point decline that we see in the math data is quite significant. It’s difficult. It’s important.”
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A look at the results in their entirety shows how important this is. There was no statistically significant gain in math, for either fourth or eighth grade, in any state in 2022. Instead, fourth-grade scores fell significantly in 43 jurisdictions (each of the 50 states, the District of Columbia, or schools designated by the Department of Defense Education Activity) while remaining statistically unchanged in 10. Eighth-grade math declined in 51 jurisdictions. while it remained steady in two, Utah and DoDEA schools. The average eighth-grade score hasn’t just dropped since 2019 — it’s significantly lower than when the test was administered in 2003.
Translated into test performance levels, a massive downward shift is evident. In 2019, 34% of fourth graders and 27% of eighth graders scored below the “NAEP Basic” level in reading—the most basic threshold of English proficiency as classified by the test. By 2022, these groups have grown to 37% of fourth graders and 30% of eighth graders, respectively. Classification below basic also grew in math, from 19% of fourth graders and 31% of eighth graders in 2019 to 25% of fourth graders and 38% of eighth graders in 2022.
Among the headline numbers, the disparate impact among student groups also had an impact on long-standing achievement gaps. For example, the fourth-grade math gaps widened between white and African-American students, white and Hispanic students, male and female students, and students with and without disabilities. In contrast, the gaps actually closed between many of the two groups in eighth-grade reading – including a staggering seven points between English learners and native English speakers.
Economist Emily Oster of Brown University, who has studied the effects of COVID and distance learning on student achievement, said trends in NAEP scores are dynamic and varied. , which makes it difficult to digest. However, big picture phenomena are consistent with existing evidence, he argued.
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“Each state has four numbers, so you can build a lot of different narratives around them. But the general patterns are that the losses are big, they’re bigger in math than in reading, and they’re bigger in more vulnerable kids. That’s how things are seems to be very consistent with every other piece of information we’ve seen in post-pandemic testing.
Julia Rafal-Baer is a K-12 education expert who serves on the National Assessment Management Board, a nonpartisan body that sets policy for NAEP. In a statement, he said the results show the existence of an “education crisis” that requires new solutions.
“The latest data doesn’t tell us anything we don’t already know,” Rafal-Baer wrote in an email. “The COVID has been very disruptive, and we don’t have time to make sure the kids can really recover from this level of interrupted learning.”
No state can be said to have withstood the downward pressure caused by the pandemic and its many educational challenges. But national averages hide huge variations in different areas of the country.
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For example, some of the states where scores fell the furthest were clustered in the mid-Atlantic region. Delaware’s fourth-grade math scores fell an impressive 14 points — nearly three times the national average — while posting losses in fourth-grade reading (-9), eighth-grade math (-12) and eighth-grade reading (-7). is also important. Virginia (-11 points in fourth-grade math), Maryland (-11 in eighth-grade math), and the District of Columbia (-8 in fourth-grade reading) also saw some of the worst reductions in grade/subject combinations.
In contrast, a small group of states appear to have weathered COVID well and experienced less drastic declines than most. Overall, while eighth-grade math performance declined almost everywhere, 10 jurisdictions, including Georgia and Wisconsin, saw no statistically significant decline in fourth-grade math. Another 22 were able to avoid decline in fourth-grade reading, while 18 did so in eighth-grade reading.
A handful of states — Alabama, Hawaii, Illinois, Iowa and Louisiana — saw scores drop significantly in three of the four grade/subject combinations. Most impressive of all, Defense Activities schools — 160 in 11 foreign countries, seven states and two territories, each serving military families — saw no statistically significant decline in any subject or age group. Graders at DoDEA schools actually made the only statistically significant growth of any student group in this round of NAEP, improving in reading by two points since 2019.
The differences between states will naturally raise questions about the procedures they followed to provide education during the pandemic. Among the states that saw the biggest drop in scores, many suspended distance learning until the 2020-2021 school year as a precaution against the spread of COVID.
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Oster, whose previous research found that longer periods of distance education were associated with more severe learning loss, called the results “very consistent with what we’ve seen in the state-level data, which suggests that areas with the most individuals are losing less learning than after areas with more virtual learning.” However, he added, a state like California — where he expected student scores to drop particularly sharply based on that correlation — instead saw a more modest decline.
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Carr of NCES argued that the release left little room for comparisons between states because so many jurisdictions experienced “large, widespread declines.”
“There’s nothing in this data that says we can draw a straight line between time spent on distance learning, per se, and student achievement,” he said. “Let’s not forget that distance education looks very different in the United States – the quality, all the factors related to the implementation of distance education. It’s very complicated.”
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Megan Kuhfeld, a researcher at the nonprofit testing organization NWEA, said the average effect of NAEP was relative to her own expectations based on previous research studies on learning losses after the pandemic. That said, he agreed with Carr that the wide variation in COVID school policies — where neighboring school districts sometimes use different methods — made it difficult for that direct comparison.
“Previous research supports the idea that distance education is an important driver of widening achievement gaps, but I think it’s more difficult to draw those kinds of conclusions at the state level because district reopening policies often differ within states,” Kuhfeld wrote in an email.
In addition to all 50 states and Washington, D.C., 26 urban school districts nationwide participate in NAEP’s Trial Urban District Evaluation program. The measure provides a unique look within districts that collectively enroll millions of students and are subject to widely varying public health policies at the state level.
Disappointingly, math results in these districts were no better than elsewhere: fourth- and eighth-grade scores both dropped an average of eight points, matching or larger declines for the state overall
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However, the show in English offers more popular news: Average readings were maintained in 17 cities, and fell
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