National Assessment of Educational Progress (NAEP)
If you follow education policy, you’ve likely heard or read about the latest release of NAEP scores which reflect “unprecedented declines” and have inspired some alarming headlines. The assessment, which is meant to measure state and national progress among fourth and eighth graders in reading and math, has long been used as a barometer of achievement and – whether fair or not – often treated as a gauge of what’s working or not working in educational policy. The latest release shows a clear negative impact on learning from COVID-19. In Ohio, fourth graders saw sizable declines in both reading and math, mirroring what the NCES Associate Commissioner stated regarding “some of the largest declines we have observed in a single assessment cycle in 50 years...” NCES Commissioner Peggy Carr adds helpful context, reminding pundits that "School shootings, violence, and classroom disruptions are up, as are teacher and staff vacancies, absenteeism, cyberbullying, and students' use of mental health services.”
Simply put, students, teachers, and families have been through a lot recently – not just with COVID-19. It’s helpful to take a both/and approach in these discussions and resist the urge to hyperfocus on test results at the exclusion of myriad pressing social, emotional, and health factors affecting children in 2022. Conversely, be wary anytime someone says that the achievement changes don’t matter. Steep learning drops – especially for minoritized children – are truly worrisome and an urgent matter of educational equity. So is the fact that 200,000 children have lost a loved one to COVID-19, or that increasing numbers experience mental health problems after school shooting drills, or that climate injustice increasingly threatens children everywhere. To be an advocate for children means to accept responsibility to care about all of it.
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