4th Graders Can't Add to Math Progress

After Two Decades of Improvement, U.S. Fourth Graders Stall in Math Scores

(AP)  After two decades of slow and steady progress in math, U.S. fourth-graders made no improvement over 2007, according to nationwide test scores released Wednesday.

Eighth-graders made headway, posting gains for yet another year.

It is impossible to tell from a single test whether trends are changing. Since 1990, test scores have been rising in both grades, though fourth-graders generally have made bigger gains.

Even so, officials said they were troubled by the lack of progress. Education Secretary Arne Duncan said the results are a call to action.

"None of us should be satisfied," Duncan said in a statement. "We need reforms that will accelerate student achievement. Our students need to graduate high school ready to succeed in college and the workplace."

The results are from the National Assessment of Educational Progress, or NAEP, a series of federally funded achievement tests often referred to as the nation's report card. Kids are tested in nine subjects, but they are tested most often in math and reading. Students generally have been making more progress in math than in reading.

This year's math tests were given to 168,800 fourth-graders and 161,700 eighth-graders in public and private schools in every state.

On a 500-point scale, fourth-graders on average scored 240, unchanged from two years ago. Eighth-graders on average scored 283, up from 281 two years ago.

Also unchanged were children's achievement levels; only 39 percent of fourth-graders and 34 percent of eighth-graders performed at the proficient level, meaning they show the knowledge and skills they should have at that grade level. Eighth-grade scores were up from 32 percent, but that was not statistically different.

Tom Loveless, an education expert at the Brookings Institution think tank, said the results really weren't much different from the 2007 results. It would take another four to six years to see if fourth-grade progress has truly stalled, he said.

"Each of these is kind of like a public opinion poll; it's an estimate," Loveless said. "I think people rush to take each release of test scores far too seriously and try to explain every little wiggle in the data."

Loveless said it is impossible to explain exactly why fourth-grade scores did not budge. "Scientifically, you cannot explain in education why a phenomenon did not happen," he said.

According to the results:

Just four states and the District of Columbia managed to show improvement in both fourth and eighth grades. The states are Nevada, New Hampshire, Rhode Island and Vermont. The District of Columbia was the only place where kids' scores improved across every group by race, gender and family income.

Three states saw improvement in fourth grade only; they are Colorado, Kentucky and Maryland. Ten states saw improvement in eighth grade only; they are Connecticut, Georgia, Hawaii, Idaho, Missouri, Montana, New Jersey, South Dakota, Utah and Washington.

In four states, scores actually dropped among fourth-graders; they are Delaware, Indiana, West Virginia and Wyoming.

In addition, there was no progress from 2007 to 2009 in closing the gap between minority and white students in either grade, though the gap has narrowed somewhat since the 1990s. Black and Hispanic students did make gains at eighth grade, but the gap persisted because white students improved, too.

Experts say this divide, considered one of the toughest challenges in education, is driven by deeply rooted factors. More minority children live in poverty, which is linked to an array of problems that interfere with learning.

Another reason the gap has persisted is demographics — white children made up about 75 percent of students tested in the 1990s but today make up less than 60 percent.

Private school students continue to outperform those in public schools, according to the scores. Private school math scores were 7 points better in fourth grade and 14 points better in eighth grade.

Internationally, U.S. fourth- and eighth-graders have kept improving in math and have gained on some of their toughest competitors. But the most recent tests were done in 2007 and won't be administered again until 2011.

Students made progress in learning how to report their parents to the child protective services.

[tramplers]

I think that the use of computers, calculators, and other electronic equipment are definately having a negative impact on kids. These items are great when they work but you still need basic skills for when they don't.

I am 45 and I can't count the number of times I have gone to a store or fast food place and the bill is something like $10.81. I give the clerk $21.06 and they look at me like I am crazy or actually say "you gave me too much". I tell them to just punch it in the cash register and when it comes up with $10.25 change due, they seem amazed.

There have been some sci fi shows about futuristic societies that are so dependent on computers that when they stop working, no one knows what to do, literally. IMO, we are on that road. Computers should aid us but we still need the knowledge to function should they stop working.

[uradufuss]

As a teacher, I have to tell you that the real picture of these standardized tests is not what the public is being told. Today?s administrators are forced to clamor, every year, to find out anything that they can about the content of the upcoming tests (even though, by law, that is supposed to be kept from them). Since a school can lose funding, even at no fault of its own, it is under pressure to do well. As a result, the teachers involved are forced to throw away their own valuable teaching time, to prep the students for upcoming standardized tests --even though the content of the test is not a part of that grade teacher?s curriculum. For example, eighth-grade teachers are required, by the principal to teach and re-teach content that was to be covered, already, in kindergarten through the seventh grades. This goes on for the first 2-3 months of each school year --just before the test is administered. There are numerous faculty meetings and planning sessions devoted for the grade specific teachers, and much of a schools time and resources are spent on this (believe me, I sat through many). Subsequently, the students lose valuable curriculum time in those (4th, 8th, etc.) grades. Our schools are teaching to the test, at the expense of the standard curriculum. To give you an idea: The eighth grade, for example, is where the majority of the students will start algebra; but because of the upcoming standardized test, the teacher is forced to re-cover content that the student should already have a grasp of. This is the quandary that "No Child Left Behind? has introduced to our schools. ------------My opinion: The US government needs to stay out of the education business. Since the local school districts pay for the brunt of (over 75%) the education costs, then the final say about the local curriculum needs to be that of the local district, and not that of the US Government. We are not Japan, we are not China, we are not?etc., etc. This is the unique country of the United States --and our students need not be compared to those of other countries. When the government got involved in education, that is when our schools began to fall to pieces.

[uradufuss]

As a teacher, I have to tell you that the real picture of these standardized tests is not what the public is being told. Today?s administrators are forced to clamor, every year, to find out anything that they can about the content of the upcoming tests (even though, by law, that is supposed to be kept from them). Since a school can lose funding, even at no fault of its own, it is under pressure to do well. As a result, the teachers involved are forced to throw away their own valuable teaching time, to prep the students for upcoming standardized tests --even though the content of the test is not a part of that grade teacher?s curriculum. For example, eighth-grade teachers are required, by the principal to teach and re-teach content that was to be covered, already, in kindergarten through the seventh grades. This goes on for the first 2-3 months of each school year --just before the test is administered. There are numerous faculty meetings and planning sessions devoted for the grade specific teachers, and much of a schools time and resources are spent on this (believe me, I sat through many). Subsequently, the students lose valuable curriculum time in those (4th, 8th, etc.) grades. Our schools are teaching to the test, at the expense of the standard curriculum. To give you an idea: The eighth grade, for example, is where the majority of the students will start algebra; but because of the upcoming standardized test, the teacher is forced to re-cover content that the student should already have a grasp of. This is the quandary that "No Child Left Behind? has introduced to our schools. ------------My opinion: The US government needs to stay out of the education business. Since the local school districts pay for the brunt of (over 75%) the education costs, then the final say about the local curriculum needs to be that of the local district, and not that of the US Government. We are not Japan, we are not China, we are not?etc., etc. This is the unique country of the United States --and our students need not be compared to those of other countries. When the government got involved in education, that is when it began to fall to pieces.

[get_down]

My experience tells me that the Education in the US of A is in trouble - case and point - one time I made a reservation with the restaurant hostess (suppose to be High School Graduate) and found out she was struggling with the English Alphabets - only 26 letters; Another example is one (US College Graduate) of my co-workers only learned to use the "Copy" key but lack of knowledge to make changes. In terms of "Math" which would require logic and analytical abilities to say the least - would pose another challenge for the US youngsters. Just because our young generation is capable of applying the gadgets - Cell Phone, IPod and Googling...etc - lacking of "Math" and "Language" as a minimum skills would be an indicator later on in lives they would experience difficulties competing with the GR work-force.