Only 1/3 of Wisconsin 8th-Graders Read at Grade Level

The ability to read proficiently is a fundamental skill that affects not just how well students do in school, but also their future wellbeing as adults. 

Students who read proficiently are more likely to perform well in other subjects, such as math and science, whereas those who struggle with reading are much less likely to be academically engaged and therefore do poorly in school. Reading achievement also predicts the likelihood of graduating from high school and attending college. Adults with poor literacy skills find it difficult to function in society because many basic decision-making skills require reading proficiency. Strong reading skills also protect against unemployment in early adulthood. People who are not able to fill out an application because of limited reading or writing skills are likely to have difficulty finding a job or accessing social services. Research shows that performance on adult literacy tests helps explain differences in wages. Adults with limited reading abilities also are likely to have children with limited reading abilities. [Source]

The term “reading proficiency” refers to performance on the National Assessment of Educational Progress (NAEP) Reading Assessments. The scores for reading proficiency range from 0 to 500 (with a standard deviation of 100)  and are divided into 3 achievement levels: Basic, Proficient, and Advanced. 

Wisconsin’s public school teachers are among the thousands demonstrating in Wisconsin’s state capital against Governor Scott Walker’s plan to rein in public employee unions’ runaway health costs and other benefits. The teachers not only cancelled classes, they corraled their students to join the demonstrations.

But a report  by the NAEP reveals that although Wisconsin’s spending on public schools had more than doubled in the past 10 years, that has not resulted in even one iota of improvement in the students’ reading skills. Worse still, some two-thirds of the state’s 8th graders read below “proficiency” level!

Only in America’s public sector are employees’ pay detached from their performance. If America’s public schools were a privately-owned business, it would have gone bankrupt years ago.

~Eowyn

Two-Thirds of Wisconsin Public-School 8th Graders Can’t Read Proficiently—Despite Highest Per Pupil Spending in Midwest

Tuesday, February 22, 2011
By Terence P. Jeffrey

(CNSNews.com) – Two-thirds of the eighth graders in Wisconsin public schools cannot read proficiently according to the U.S. Department of Education, despite the fact that Wisconsin spends more per pupil in its public schools than any other state in the Midwest.

In the National Assessment of Educational Progress tests administered by the U.S. Department of Education in 2009—the latest year availableonly 32 percent of Wisconsin public-school eighth graders earned a “proficient” rating while another 2 percent earned an “advanced” rating. The other 66 percent of Wisconsin public-school eighth graders earned ratings below “proficient,” including 44 percent who earned a rating of “basic” and 22 percent who earned a rating of “below basic.”

The test also showed that the reading abilities of Wisconsin public-school eighth graders had not improved at all between 1998 and 2009 despite a significant inflation-adjusted increase in the amount of money Wisconsin public schools spent per pupil each year.

In 1998, according to the U.S. Department of Education, Wisconsin public school eighth graders scored an average of 266 out of 500 on the NAEP reading test. In 2009, Wisconsin public school eighth graders once again scored an average of 266 out of 500 on the NAEP reading test.  Meanwhile, Wisconsin public schools increased their per pupil expenditures from $4,956 per pupil in 1998 to 10,791 per pupil in 2008. According to the Bureau of Labor Statistics inflation calculator the $4,956 Wisconsin spent per pupil in 1998 dollars equaled $6,546 in 2008 dollars. That means that from 1998 to 2008, Wisconsin public schools increased their per pupil spending by $4,245 in real terms yet did not add a single point to the reading scores of their eighth graders and still could lift only one-third of their eighth graders to at least a “proficient” level in reading.

The $10,791 that Wisconsin spent per pupil in its public elementary and secondary schools in fiscal year 2008 was more than any other state in the Midwest.

Neighboring Illinois spent $10,353 per student in 2008, Minnesota spent $10,048 per student; Iowa spent $9,520 per student.  Among Midwest states, Nebraska was second to Wisconsin in per pupil spending in its public schools, spending $10,565 per student.

Of these nearby states, only Minnesota did slightly better teaching reading to its public school students. In 2009, 39 percent of eighth graders in Minnesota public schools earned a rating of “proficient” or better in reading, and the average eighth grade reading score in the state was 270 out of 500.

In Illinois, only 32 percent of eighth graders earned a rating of “proficient” or better in reading, and the average eighth grade reading score was 265 out of 500. In Iowa, only 32 percent of eighth graders earned a rating of “proficient” or better in reading, and the average reading score was 265 out of 500. In Nebraska, only 35 percent of eighth graders earned a rating of “proficient” or better in their public schools, and the average reading score was 267 out of 500.

Nationwide, only 30 percent of public school eighth graders earned a rating of “proficient” or better in reading, and the average reading score on the NAEP test was 262 out of 500.

The National Assessment of Educational Progress explains its student rating system as follows: “Basic denotes partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade. Proficient represents solid academic performance. Students reaching this level have demonstrated competency over challenging subject matter. Advanced represents superior performance.”

In other words, despite the $10,791 that taxpayers were paying to educate students in Wisconsin public schools, two-thirds of eighth graders in those schools showed at best only a “partial mastery of prerequisite knowledge and skills that are fundamental for proficient work” at that grade level.

In fiscal 2008, the federal government provided $669.6 million in subsidies to the public schools in Wisconsin.

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For more on how the National Assessment of Education Progress measures and evaluates students’ reading, go HERE.

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12 responses to “Only 1/3 of Wisconsin 8th-Graders Read at Grade Level

  1. Perhaps “ARE” is an acronym for “America’s Retarded Employees”?

    Speaking from my time as an instructor of 11/12 yr HS students [very briefly], and college students over a forty year period, I feel that it is more difficult to deal with today’s students, brainwashed by fifty years of increasing TV, other forms of disinformation, and NWO propaganda. They experience these as a cohort, so it becomes increasingly difficult for them to see themselves as individuals w/free will, able to deal w/consequences of their responsible behaviour. Dr Weaver treats superbly of education in “Ideas Have Consequences”.

    Having said that, I usually managed to build small fires under nearly all of my students, and was pleased to see them succeed. At 68, I’m still doing that w/the younger people I meet, and they continue to receive it positively. I’m not sure how much more we mortals can do….

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  2. It’s probably coming from the bad example of their unionized parents. Success in life is not based on merit or what you know, but rather whether or not you are in a union.
    The same can be said about the welfare parents. Why learn anything in school when paychecks (averaging $12.00/hr) are handed out to under achievers every day at the social security office.

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  3. Skool, wut need skool when U can vote Demkrat 4 free bennies & helthcare?

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  4. Back in the early 1990s when I worked on a Referendum to repeal the Education Reform bill that mandated Outcome-based Education in Washington State, I collected a lot of federal Dept of Labor and Dept of Ed brochures and documents. One of them identified the goal as “functional literacy”, the ability to read a consumer label and a bus schedule. At that time, the official literacy statistics were based on voter registration on the assumption that all registered voters were functionally literate. School Districts literacy rates were based on voter registration! They even signed up disabled Special Education students who had no comprehension of civics to plump up their “literacy rating” with the feds!

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  5. Neither the parents NOR the teachers can read proficiently. How can you teach – what you don’t know?

    Tragic to think, that the first public school in this country was established in 1647. It was titled -“The Ole Deluder Satan Act”, in Massachusetts. The whole purpose was to ensure that all people could read the Bible. These early Christians were recently coming out of the dark ages, and although they were not perfect in their faith (no one is), I think they had the right idea.

    The Pledge of Allegiance and Bible reading and prayer were common in most , if not all public schools. Since 1963, when God was effectively removed from public schools, things have changed in a big way.

    Just a short list of examples: violent crime up 995%
    premarital sex up 1,000% age 15
    300% 16-18
    suicides up 300%

    [taken from ‘The Harsh Truth About Schools’ by Bruce N. Shortt]

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  6. The statement that only 1/3 of the students scored NAEP Proficient on reading is exactly the same thing as saying the 2/3 of the students failed to score B+/A- or higher on the NAEP reading test.
    Sorry, I heard once that someone with no data has only an opinion, and that someone with bad data or who misuses data has a wrong opinion.

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    • “The statement that only 1/3 of the students scored NAEP Proficient on reading is exactly the same thing as saying the 2/3 of the students failed to score B+/A- or higher on the NAEP reading test.”

      No, it’s not. For a “former teacher,” it sure is curious that you can’t correctly read my post, which spells out how NAEP defines “proficiency” in reading and distinguishes “proficient” from “advanced” — and nowhere does the NAEP defines “reading proficiency” as a grade of B+/A-. Do be so good as to point us to your source as every good teacher, former or active, should.

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      • Dear Eowyn, proficiency is the WHOLE crux of the matter. Without comprehension, there is no actual learning taking place. It’s more like that “your baby can read” program being marketed on TV.

        As a pianist trained in the Russian classical technique, I see the same thing happening with the dreadful Suzuki method of “training”. It’s robotic playing, without understanding.

        I saw a film at a home school event of a study done a major university in Michigan. First and second year Liberal Arts students were given a test to take, not having any idea what it was for (although they knew they were part of a study). NONE of them could pass it. What was this test? It was the written exam that every student in seventh grade was required to pass before moving on to eighth grade – in the year 1902!

        Thanks to John Dewey and friends, our education system has been dumbed down to the point where the average college graduate today knows less than a 13 year old from 100 years ago.

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      • I also have to assume that proficiency and sufficiency have somehow come to mean the same thing.. My dictionary says that proficiency denotes expertness, while sufficiency indicates adequacy.

        I know for a fact that my kids’ friends, who are in public school, DO NOT study spelling and vocabulary, and no Latin roots. Nor do they know how to construct a research paper without a computer doing all the work.

        Ignorance is not bliss – ignorance leads to bondage.

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    • “Sorry, I heard once that someone with no data has only an opinion, and that someone with bad data or who misuses data has a wrong opinion.”

      Funny you should say that. Please cite where B+/A- is the standard (Turabian-style, not some wussy Ed-school parenthetical citation where someone tangentially mentioned someone else said their sister’s cousin’s friend heard it was like that). Education majors are, hands down, the worst actual students on campus (no fair picking on the scholarship athletes because they’re there to play ball) and they major in “teaching” not any actual content to teach. Of course, distracting attention from their faults by accusing others of them (as demonstarted here) is standard Ed-school “critical thinking” along with spouting whatever John Dewey wanted. An argument is an idea supported by facts, not going “You’re stupid, nyah!” like one is in 2nd Grade.

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  7. Given this data comes from the federal Department of “Education,” I have to assume the actual number of 8th grade students in Wisconsin who can’t read at that grade level is probably far higher.

    I also have to assume that the “8th grade” reading level standards are far lower now than when I was in that grade back in 1978 – and that was in private school, and most of us were reading stuff at the 11th and 12th grade level by the standards of the time.

    Government education is failing this nation, and has been for ten decades now, but if you understand the motives of those who brought it about, it isn’t difficult to understand why.

    Another problem today is that between 80-85 percent of the money going to government schools is being used to pay teacher’s salaries, benefits and retirement plans.

    Little wonder the teacher’s goonion members are more interested in padding their retirement plans than actually teaching kids to read.

    Another problem is the fact that acceptance standards in educational programs in many of our nations’s colleges and universities are far lower than for other fields – hence the mispelled signs we see all the time at teacher’s protests.

    I am pretty sure there are enough out-of-work teachers around who actually care about educating children to fill the positions of the government “agents” (and that is exactly what they are) in Wisconsin who don’t give a flying flip about their students.

    If they did they would be in the classroom actually, not walking around in circles carrying mispelled signs and chanting mindless slogans taught to them by their union bosses.

    I hope Gov. Walker stands firm and doesn’t cave here, because what these goonion members don’t seem to understand is that those in the private sector (who pay for their insane benefits and retirement plans) have pretty much had it with government union goons wanting more and more from them while many in the private sector are losing their jobs, homes and cars.

    Should the moochers, leeches and ticks prevail, the producers next move just may very well be an out-and-out tax revolt.

    -Dave

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  8. Pingback: Michigan Teacher Threatens Tea Party’s Children: Posted on CraigsList | askmarion

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