Some big-city districts are making progress, according to the new NAEP TUDA (Trial Urban District Assessments) results released by the National Assessment Governing Board (NAGB) and the National Center for Education Statistics (NCES).
Despite the “cheerleading,” gains are minimal and scores are very low for low-income and minority students, responds Fordham’s Andy Smarick.
In fourth-grade reading, eighth-grade reading, and eighth-grade math, about one out of every four students reaches proficiency in the average large city. The brightest spot is fourth-grade math, where one in three are proficient. Specific examples: In Baltimore, 16 percent of eighth graders read proficiently. In Philadelphia, 18 percent of eighth graders score proficient in math.
. . . Only eight of 21 cities had even one statistically significant gain; two saw a drop in one area; and 11 cities made no significant gain whatsoever.
Washington, D.C. improved the most, followed by Los Angeles and Fresno. But all three remain below the urban average.
Detroit is the lowest performing city in all four categories (fourth and eighth grade reading and math) and it’s getting worse. In eighth grade, 3 percent of student are proficient in math and 9 percent in reading.
Cleveland is next worst with Milwaukee in third place. “We should all hang our heads in shame if we don’t dramatically intervene in these districts,” writes Smarick.
“White students in these cities do quite well—even better than white students elsewhere,” Smarick observes. “They and non-poor students significantly pull up district averages. For example, 71 percent of Atlanta’s white eighth graders are proficient readers.” Low-income, black and Latino students are way, way behind.
Charlotte, North Carolina schools do fairly well, writes Julia Ryan, but overall urban schools are “a mess.”