Dropping academic scores to prove the public education system is failing

Tand the National Assessment of Education Program
published test results
last week The whole nation was bombed. Every region, red cities and blue, poor and rich, black, white, brown – is full of gray disaster.

The failure of our education in the age of COVID is not exactly news. In the school zoom, parents everywhere experienced for the first time the mediocrity of American education and its prodigious preoccupation with leftist social theory. But the data are nevertheless misleading.

The report highlights a few things;

  • These are the largest declines in math ever recorded for fourth and eighth graders.
  • Almost 40% of all eighth graders could not grasp basic math concepts.
  • Only 26% of eighth graders were proficient in math.
  • Only 36% of fourth graders were proficient in math.
  • 37% of fourth graders performed below “basic” in reading.

You can’t walk down the street in America today without stumbling across a treasure trove of children. Our children are the most precious to us. Our future children.

And yet, when most adults needed it, we were terrified. We fear clouding our cause. We didn’t live up to our expectations.


The implications of the NAEP results are dire to consider. What does it mean, at all, that an entire generation of students is significantly less educated than previous generations? How will it affect our future economy? How will it affect our global competitiveness as totalitarian China rises?

Whatever he thinks about the state of American democracy, all that stands in his way is Xi Jinping. If democracy depends on an educated citizenry, and if our children are truly the future of our country, then the results of the NAEP are predicated on deep democratic shame.

This disaster will ebb and flow for decades. It’s like a nuclear explosion, only slower.

Incredibly, defenders of the education system were quick to point out the significance of COVID-related learning loss. In fact, they don’t seem to believe the problem even exists.

“There is no such thing as learning loss,” said Los Angeles teachers union leader Cecilia Myart-Cruz
he said
. “It’s good that our children didn’t learn the tables all the time. They learned resilience.”

Not to be outdone, Becky Pringle, director of the National Education Association, said she would not use the term “learning disability.”
because his disciples are always learning.

This is the chapter of the largest and most powerful labor union in the United States of America using toddler technology. It is indeed a pleasant thought, and true enough, that children are always learning. But do they learn something that will prepare them for the future?

These ridiculous defenses of failure would be more hilarious if things weren’t so serious. Even the A daily beastwhich is perhaps the most reliable scrutinizer of the liberal arts narrative
to the doctors union scalp.

And yet, instead of taking this crisis seriously, many in the establishment think they can just throw money at the problem to make it go away. A great deal of research has been carried out by researchers Kenneth Shoris and Matthew Steinberg, e.g.
estimates $700 billion in public spending needed to compensate for COVID-related scholarship losses
— truly amusing, that only a fool would commit so badly to public institutions.

The idea of ​​trying to learn to control losses of this magnitude by writing large checks is a very happy game. Any teacher will tell you that there are not enough hours of instruction in the day to maintain or run a small business. With more and more resources and time spent on social-emotional learning – which is without a doubt the highest priority of our complex education, as even a quick look at the state of education will show – the basics, such as reading and writing are already expressed in a way.
Uptika on psychological disorders among our youth;
especially among girls, it still compounds the problem.

The problem is not funding. Even with the millions of dollars that public education systems receive every year, that’s not what we’re doing. The system is flatlined.

What makes this failure so much worse is the fact that academic decline during the pandemic was not inevitable. It is possible to provide quality education during a pandemic. And we have proof.

If the 1.6 million students in Catholic schools who are currently enrolled in their state, it would be the first in the pandemic to achieve academic achievement, and it would not be close. Kathleen Porter-Magee, who is the superintendent of Community Schools, a management company that runs 11 Catholic schools in New York and Cleveland, wrote a recent op-ed. Wall Street Journal for the reason that Catholic schools could well serve students of all walks of life.

In particular, the Catholic schools authentically “followed science” when they were closed and closed. They were among the first to close when COVID hit and among the first to reopen once it was determined that children were at greatest risk from the virus. Public schools, on the other hand, were at the mercy of anti-science hysteria from teachers’ colleges, government officials, and blue-collar parents, and their students were struggling.

but the students of the Catholic school were thriving. Fourth-grade students progressed through the grades 1.5 years ahead of their public school counterparts. And their eight graders completed two grades ahead of public school students in reading.

Perhaps no one benefited more from Catholic school enrollment than a minority of students. Black students in Catholic schools tested a full year ahead of black students in public schools, and Hispanic students did better than their public school counterparts in every category. Catholic schools in grades K-8 are the only private schools in a rural area that serve the urban poor, and they have delivered on tougher times for these communities.

Even more important is that Catholic schools could lead the nation in student achievement at a fraction of the cost. The average annual tuition for Catholic schools is $5,300, which is


than the national average
the public education funding system pours into every student.

There is a blueprint available for excellence in education in this era. We can only pray that public school leaders have the wisdom to put down their manifestos and take notice.

Click here to read more about the restoration of America

Peter Laffin is a writer in New England. Follow him on Twitter at @Laffin_Out_Loud.


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