Study finds most students in most nations cannot clear the bar set by Common Core or NAEP benchmarks
Washington, DC. January 17, 2018 – A detailed report released today concludes that the vast majority of students in most countries cannot demonstrate proficiency as defined by one of America’s most common educational tests. The authors of the analysis suggest the U.S. has established benchmarks that are neither useful nor credible.
In their report How High the Bar?, the National Superintendents Roundtable and Horace Mann League linked the performance of foreign students on international tests of reading, mathematics, and science to the proficiency benchmarks of the National Assessment of Educational Progress (NAEP), the United States’ longest continuing assessment of students. They also examined major assessments related to the Common Core.
The report notes that very few students in most nations would clear the NAEP proficiency bar the U.S. has set for itself in reading, math, and science:
- In no nation do a majority of students meet the NAEP Proficient benchmark in Grade 4 reading.
- Just three nations have 50 percent or more of their students meeting the Proficient benchmark in Grade 8 math (Singapore, Republic of Korea, and Japan).
- Only one nation has 50 percent or more of its students meeting the Proficient benchmark in Grade 8 science (Singapore).
“Many criticize public schools because only about one third of our students are deemed to be ‘proficient’ on NAEP assessments,” says Dr. James Harvey, executive director of the National Superintendents Roundtable. “But even in Singapore—always highly successful on international assessments—just 39 percent of fourth-graders clear NAEP’s proficiency benchmark.” Full Press Release
New study finds U.S. has the world’s most educated workforce—but students face unparalleled levels of poverty, inequity and violence
Washington, DC. January 20, 2016– A new study released today challenges the practice of ranking nations by educational test scores and questions conventional wisdom that the U.S.educational system has fallen badly behind school systems abroad.
In their report, School Performance in Context: The Iceberg Effect, the Horace Mann League (HML) and the National Superintendents Roundtable examined six dimensions related to student performance—equity, social stress, support for families, support for schools, student outcomes, and system outcomes—in the G-7 nations (Canada, France, Germany, Italy, Japan, the United Kingdom and the United States) plus Finland and China. They then examined 24 “indicators” within those dimensions.
Of the nine nations, the United States remains the wealthiest with the most highly educated workforce, based on the number of years of school completed, and the proportion of adults with high school diplomas and bachelor’s degrees. Full Press Release