Many Kids Still Left Behind--States Show Weak Gains for Needy Students
November 1, 2006
Fordham study finds half of states miss the bus on vital education reforms
WASHINGTON, D.C.- A new report from the Thomas B. Fordham Foundation finds that just eight states can claim even moderate success over the past 15 years at boosting the percentage of their poor or minority students who are at or above proficient in reading, math or science.
The study also finds that most states making significant achievement gains-including California, Delaware, Florida, New York, Massachusetts, and Texas-are national leaders in education reform, indicating that solid standards, tough accountability, and greater school choice can yield better classroom results.
"Many state officials have claimed credit for gains in student achievement," said Chester E. Finn, Jr., the Foundation's president. "But this study casts doubt on many such claims. In reality, no state has made the kind of progress that's required to close America's vexing achievement gaps and help all children prepare for life in the 21st Century. Nor are most states making the bold reforms most likely to change this reality. Real leaders will study these data, then focus on what needs doing, not what's been done."
The Fordham Report 2006: How Well Are States Educating Our Neediest Children? appraises each state according to thirty indicators across three major categories: student achievement for low-income, African-American, and Hispanic students; achievement trends for these same groups over the last 10-15 years; and the state's track record in implementing bold education reforms. (Click here for more information on the indicators and methodology http://www.edexcellence.net/doc/TFR06Methodology.pdf.) A table listing states' performance in all three categories is at http://www.edexcellence.net/template/page.cfm?id=261#TFR06fullstategrades. Rankings for each category are available at the links below.
Key Findings
Student Achievement
Student Achievement grades are based primarily on the 2005 National Assessment of Educational Progress (NAEP), specifically the reading, mathematics, and science proficiency of low-income, African-American, and Hispanic students. The average state grade is D; three states flunked, and none earned better than D+. State student achievement grades in rank order can be found at: http://www.edexcellence.net/template/page.cfm?id=261#TFR06achieve.
"Some will say that NAEP's ‘proficient' level is a high bar and that our grading scale is unrealistic," said Michael J. Petrilli, Fordham's vice president for national programs and policy and a former official at the U.S. Department of Education. "However, when the same scale is applied to white students, the national average is a not-so-shabby B. The problem isn't our grading scale, but America's shameful achievement gaps."
Achievement Trends
Looking at student achievement over time reveals some brighter spots. Thirty-one states have made at least "minimal" progress among poor or minority students. Thirteen, however, have posted no gains for these students over the last decade or so. With both low current scores and no progress to speak of, Illinois, Iowa, Nebraska, Oklahoma, and Wisconsin are among the worst offenders. To see how all states fared on this analysis of achievement trends, see http://www.edexcellence.net/template/page.cfm?id=261#TFR06achievetrend.
Education Reform
States receive somewhat higher marks for their school reform efforts: the national average is C-minus. Arizona, New Mexico, and California lead the nation in reform, measured by nine indicators in three categories: curricular content, standards-based reform, and school choice. Yet half the states received D's or F's-a disturbing sign that their policymakers still aren't taking the bold actions needed to raise achievement and close achievement gaps. Grades and rankings for all fifty states are found at http://www.edexcellence.net/template/page.cfm?id=261#TFR06edreform.
The Reform/Achievement Nexus
A majority of the states with high marks on Fordham's education reform measure also show some gains in achievement among poor and minority students. And five of the eight states making the greatest NAEP gains also rank among the top ten jurisdictions for education reform. A table that matches state performance on student achievement with education reforms is available at: http://www.edexcellence.net/template/page.cfm?id=261#tfr06edreformachieve.
"While this doesn't constitute definitive proof," said Finn, "it does imply that tough-minded education reforms tend to get results. Strong curricular content, real accountability, and expanded parental choice can help raise the achievement of our neediest students. Isn't it time for all states to get on this bus? Isn't it time for voters to choose leaders who will deliver?"
Nationally and in our home state of Ohio, the Thomas B. Fordham Foundation strives to close America's vexing achievement gaps by raising standards, strengthening accountability, and expanding high-quality education options for parents and families. For more information about the Institute's work, visit http://www.edexcellence.net.
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