Falling Test Scores: Who is to Blame?

This week the 2015 National Assessment of Educational Progress scores came out.  The NAEP, which is often called the nation’s report card, measure proficiency of math and reading in fourth and eighth graders.

The results are not good.  Math scores dropped for both 4th and 8th grade for the first time since the US began administering the test in 1990.  8th grade reading scores dropped, while 4th grade reading scores were stagnant. The achievement gap between whites and minorities remains present and strong.  These disappointing scores come on the heels of the recent report that the average SAT score fell by 7 points.

Let the blame game begin.  Already, fingers are pointing to the Common Core.  Teachers will get more than their fair share of the blame.  Still others will continue to point to college and university teacher preparation programs for not producing competent teachers.  The Obama administration’s Race To The Top is blamed, and in true political fashion is also touted as the savior of our education system.

Carol Burris, a retired award winning principal and head of Network for Public Education,  a non-profit organization that is working to improve public education, stated, ” You cannot implement terrible educational policies and expect that achievement will increase.”

Who is to blame for falling test scores? Perhaps we need to look at the “terrible policies” we are implementing.

Let’s investigate the results of one-size fits all curriculum.  Everyone is on the same page on the same day.  Do we really believe everyone needs to learn the exact same thing, taught it the exact same way and that everyone will learn it at the same rate?

Let’s investigate developmentally inappropriate practices such four year old children being forced to sit in a chair all day, doing worksheets. There is not time for play or exploration. They are expected to be able to read, and if they can not, they are labeled as remedial.  Did you read at four?

Or perhaps we can investigate the relationship between lack of recess, little or no physical education, the rise of obesity and the poor behaviors of children who can’t sit still for long periods of time. Does movement have anything to do with learning?  Do we really need blood flow to the brain?

While we are at it, let’s look at the rise of the behavior chart, the color- coded day, the stop light and the clip down.  Are we asking ourselves why children are exhibiting so many off-task behaviors?

If we want to get serious about student achievement, then we need to get serious about giving children a fair shot.  Are we doing what we need to do to make sure all children have a chance? They need food, adequate sleep and healthcare. They need stable, loving families who are supported in raising children.  Do we really expect hungry, sick, traumatized, absent children to learn?

Are we really asking the right questions?  We can sit around and play the blame game, or we can get busy advocating for children.  Sometimes the right thing is obvious. Like the little boy in the fairy tale,  we need to point out that the emperor is not wearing any clothes. We need to speak up against practices that are not in the best interest of children.

We know better and we can do better.  We are the adults. We are the role models. We are the teachers, the principals, the parents.  We are the policy makers and the voters. We are the community.

We are the ones who are failing.