Playing fast and loose

[George Sheridan <learn@jps.net>]

Bush spins facts on education
By: Richard Riehl - Commentary
North County Times (serving San Diego and Riverside Counties)
www.nctimes.com

In his Jan. 3 radio address, President Bush made some astonishing claims of 
progress for the No Child Left Behind Act, which he signed into law last 
January. A review of the data upon which he bases those claims reveals that 
Bush again is playing fast and loose with the truth.

Here are the president's assertions, followed by what is actually contained 
in the most recent reports of the Education Commission of the States and 
the National Assessment of Educational Progress.

# "In 2003, math scores for fourth-graders nationwide were 9 points higher 
than in 2000. Math scores for eighth-graders improved by 5 points."

While technically correct, both statements are misleading. According to the 
NAEP report, fourth-grade math scores improved by 15 points from 1990 to 
2000 and eighth-grade scores by 12 points during the same time. The 
improvement in test scores over the past three years is simply a 
continuation of this decade-long upward trend. The president would have us 
believe that the increase in scores over the past three years can be 
attributed to legislation he signed only a year ago.

# "And a higher percentage of fourth-graders tested at or above their grade 
level in reading."

True, but again misleading. According to the NAEP report, while there has 
been a gain, from 29 percent to 31 percent, in the number of those reading 
at or above grade level over the past three years, the entire 2 percentage 
point gain occurred from 2000 to 2001. The percentage remained unchanged 
from 2002 to 2003, the year NCLB legislation was passed.

Bush did not mention what happened to the scores of eighth-graders in the 
past year. The percentage of that group reading at or above grade level 
actually dropped a point, from 33 percent to 32 percent, from 2002 to 2003. 
What is even more troubling is that average scores on reading tests show 1- 
and 3-point declines for fourth-graders and eighth-graders over the past year.

# "All 50 states, plus the District of Columbia and Puerto Rico, have drawn 
up plans to hold every public school accountable for student achievement."

True, but take a closer look at the progress in implementing these plans. 
According to the U.S. Department of Education, "A major objective of No 
Child Left Behind is to ensure high-quality teachers for all students." The 
NCLB Web site includes a progress report by state for each of its goals. 
Only one state is listed as being "on track" to have "a highly qualified 
teacher in every classroom." Seven "appear to be on track," and 42 "do not 
appear to be on track."

For the goal of having "high quality professional development" for 
teachers, two states are reportedly "on track," eight states "appear to be 
on track," and 40 "do not appear to be on track."

It is hard to believe that either of these goals will be met as required by 
the end of 2005-06.

It is far too early to use test scores as indicators of the success or 
failure of the No Child Left Behind Act. It is clear, however, that test 
scores used to punish or reward have become its central focus, as is 
apparent locally from media coverage of the annual score reports and their 
consequences for schools in San Diego County.

The president's misuse of test scores in his radio address provides reason 
to question the depth of his commitment to improving our schools.

*
Richard Riehl of Carlsbad was associate vice president for enrollment 
management at Cal State San Marcos from 1997 until he retired last year.

Knowledge which is acquired under compulsion has no hold on the mind. 
Therefore do not use compulsion, but let early education be rather a sort 
of amusement.        - Plato