Stagnant Grade 12 NAEP Results Underscore Failure of Test-Driven Public Education
for further information:
Bob Schaeffer (239) 395-6773
for immediate release May 7, 2014
STAGNANT GRADE 12 NAEP RESULTS UNDERSCORE FAILURE OF TEST-DRIVEN PUBLIC EDUCATION; “NO CHILD LEFT BEHIND” AND STATE HIGH-STAKES EXAMS DID NOT LEAD
TO IMPROVED PERFORMANCE
Results from the National Assessment of Educational Progress (NAEP) for twelfth graders “underscore the failure of federal and state test-driven school policies,” according to the National Center for Fair & Open Testing (FairTest). Today’s report shows no NAEP score improvement for high school seniors in reading or math since 2009 and little progress over the past decade. Over the same period, performance gaps between racial groups have not narrowed significantly.
The NAEP trend is consistent with results from the ACT and SAT college admissions tests, where average scores continue to stagnate and racial gaps persist.
“How much more evidence do federal and state policy-makers need that driving schooling through standardized exams does not increase educational quality?” asked FairTest Public Education Director Bob Schaeffer. “It is time to abandon failed test-and-punish policies and adopt assessments that have been shown to improve teaching and learning.”
Schaeffer continued, “Across the country parents, teachers, students, and community activists are saying ‘enough is enough’ to testing misuse and overuse. They are opting out of tests, organizing protests against high-stakes exam overkill, and successfully pressing politicians to overhaul assessment policies. More elected officials must start listening to their constituents, who know what is going on in public school classrooms.” FairTest is a founder of the national Testing Resistance & Reform Spring campaign.
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