NAEP Results Produce More Evidence of NCLB's Failure;

For Immediate Release

FairTest
Contact: 

Monty Neill 857-350-8207 or 8208 x 101
Lisa Guisbond 617-730-5445

NAEP Results Produce More Evidence of NCLB's Failure;

Thorough Overhaul of Federal Law an Imperative for Obama Administration and Congress

BOSTON - Despite billions of dollars spent on a test-and-punish
approach to school "reform," today's National Assessment of
Educational Progress (NAEP) report provides more evidence that the
federal No
Child Left Behind Law (NCLB) is a failure. With few exceptions, across
three
age groups and two subjects, the rate of improvement slowed compared
with the
previous period while gaps between blacks and white as well as
Hispanics and
whites ranged from widening to unchanging to slightly closing.
 

"NCLB is demonstrably unable to produce sustained and
significant improvements even on a standardized test in the two
subjects on
which it focuses, reading and math. It also fails to make a real dent
in the
wide gaps between whites, African Americans and Latinos," said Monty
Neill, Ed.D., FairTest's Deputy Director. "It is time to completely
overhaul this educationally destructive law. The Forum on Educational
Accountability has produced a blueprint to rewrite the law to focus on
improving schools not just inflating state test scores." Neill chairs
the
Forum, whose Joint Organizational
Statement on NCLB
is endorsed by 150 national education, civil
rights,
religious, disability, parent, labor and civic groups.
 

Since NCLB, state test scores have typically increased, but
NAEP results have failed to show similar increases. "This is a clear
sign
that schools are pressured to narrow curriculum and teach to the state
tests.
That inflates state test scores but the inflated scores don't mean real
learning has improved," explained FairTest's Lisa Guisbond. "NCLB has
proven to be counter-productive. The Obama administration and the
Congress must
take the necessary steps to craft helpful, not harmful, federal
legislation." 

Numerous research reports have shown NCLB has led to narrowed
curriculum, teaching to the test, organizational chaos, educator
resentment,
and other educational damage. Public opinion surveys have shown
increasing
public dislike of the law and strong opposition to the law's emphases
on
testing and sanctions.
 

 

Summary of results
from the NAEP 2008 Long Term Trend report, released April 28, 2009

 

Reading

 

Age 9 reading: reading scores did go up 4 points from 2004
to 2008, but they went up 7 points from 1999 to 2004 (more than 1.5
points/year). That is, the rate of improvement has slowed substantially
since
NCLB took hold compared to a period when at most NCLB might have had
some
impact at the very end of the period (2003-04). This tendency is common
across
subjects and age levels.
           

The black-white
reading gap closed 3 points (statistically significant) while the
Hispanic-white gap closed 4 points, also statistically significant.
However,
the Hispanic-white gap closed 7 points from 1999-2004, and the
black-white gap
closed 9 points from 1999-2004, about three times as fast. That is,
while the
racial gaps keep closing, the rate of closure has slowed dramatically.
Similarly,
there have been score gains for blacks and Hispanics, but the rate of
improvement for both groups slowed in the 04-08 period compared with
the 99-04
period.
 

Age 13 reading: scores rose modestly but were approximately
level with the scores of the early to mid 1990s.
           

The
black-white gap closed 4 points from 2004-2008, but that gap closed 7
points
from 1999-2004. The Hispanic-white gap actually widened by 2 points
from
2004-08 after widening one point in the 99-04 period. Actual scores
have
improved for blacks, but not for Hispanics.
 

Age 17 reading: again, scores gained modestly, but in this
case they have not returned to the higher levels reached from the late
1980s
through the 1990s.

          

The
black-white gap widened by 2 points from 2004-08 after narrowing 2
points from
1999-2004; and the Hispanic-white gap widened by 4 points from 04-08
after
widening by 5 points from 99-04, with NCLB failing to reverse a
negative trend.
The black-white gap remains far wider than it was at its narrowest, in
1988,
and black scores are still below their 1988 peak. The same is true for
Hispanics, with 1999 their peak year and the smallest gap with whites.
 

Math

Age 9 math: the largest gains in the past were from 1986-90
(8 points) and 1999-2004 (9 points) - both 2 points per year gains.
However, the
4-point gain from 2004 to 2008 averages only 1 point per year, showing
that
improvement rates have declined in age 9 math since NCLB took hold.

           

From
2004-08, the black-white gap widened by 2 points and the Hispanic-white
gap
remained unchanged, with no changes being statistically significant.

 

Age 13 math: in the five-year span from 1999 - 2004 NAEP
rose 5 points, or 1 point per year. In the four years under NCLB, from
2004 to
2008, NAEP gains were only 2 points, or half the rate of improvement in
the
previous period.

           

From 2004
to 2008, the black-white score gap closed 2 points and the
Hispanic-white score
gap remained unchanged, with no changes being statistically
significant.
 

Age 17 math: score have been essentially flat and are now
slightly lower than the previous high point in 1999, prior to NCLB.

           

The black-white
gap closed one point from 2004-2008, while the Hispanic-white gap
widened by
two points, with no changes being statistically significant.
  

The NAEP results are at http://nationsreportcard.gov/ltt_2008/
with links to overall trends and trends by racial groups.

 

FEA materials are available at www.fairtest.org
and www.edaccountability.org.

 

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