It’s pretty obvious that our schools really struggle to teach kids how to read because many students never learn to read very well.
For example, in the 2017 National Assessment of Educational Progress (NAEP), the NAEP Data Explorer online web tool shows fewer than half of the nation’s white public school fourth grade students (46 percent) read proficiently. Meanwhile, in Kentucky the white proficiency rate was even lower at just 41 percent. That’s all after 27 expensive years of Kentucky Education Act of 1990 (KERA) reforms.
Things are much worse for black students. Nationwide, only 19 percent were proficient while Kentucky’s black fourth graders only posted a 16 percent proficiency rate in 2017.
(Side Note: Notice that once scores are broken out by race, both Kentucky’s white and black students DO NOT perform above the national average for NAEP fourth grade reading in 2017. In fact the white difference is statistically significant)
Because school curricula are designed with the assumption that by the fourth grade students can read to learn – even though that isn’t true in far too many cases – many students complete their last nine years of school in a sort of learning fog where not just reading, but all subjects, are difficult to comprehend.
So, why does this tragedy continue? Click the “Read more” link and find out.