Education Week’s Quality Counts 2012 report is titled “Global Challenge: Education in a Competitive World.”
Maryland ranks first in the nation with a B+ in Education Week’s 2011 Quality Counts report. Massachusetts and New York, each with a B average, come next. The nation as a whole earned a C, the same grade as last year. The lowest scoring states, all with a D+ grade, were District of Columbia, Nebraska, and South Dakota.
On the K-12 Achievement Index, the average state earned a D+.
Flypaper’s Liam Julian complains that the Chance for Success Index, one of the rating factors, lists excuses for failure.
Education Week’s 2011 Chance for Success Index still includes categories (family income, parent education, parental employment) that are not really related to a state’s education policies. But now, to its credit, it also contains several categories (fourth- and eighth-grade reading scores, preschool enrollment) that are closer to the K-12 realm.
. . . Quality Counts 2010 assigns state grades in four of the report’s six indicator categories updated for this edition: the teaching profession; standards, assessments, and accountability; school finance; and the Chance-for-Success Index, which was created by the EPE Research Center to assess the role of education at key stages of a person’s life, from early childhood to adulthood.
The report also includes a Math Progress Index on how well students are learning math in different states. Maryland, Massachusetts and New Hampshire do the best.
The state rankings are the most controversial part of the report. The report’s Chance-for-Success Index is misleading, argues Margaret Raymond and the CREDO team on Education Next.
The index combines indicators related to family background, wealth, education levels, and employment with schooling measures, including kindergarten enrollment and selected National Assessment of Educational Progress (NAEP) test scores. The 13 components of success are identified in the sidebar. Not all of these have a clear relationship to postsecondary success, and several are beyond the control of state policymakers.
CREDO used the education data to devise its own success index, which excludes family factors. “Success” was defined as the percentage of young adults 18 to 24 who are working full-time, pursuing a college degree or on active military service.
Five indicators have a clear bearing on education outcomes: preschool enrollment, kindergarten enrollment, 4th-grade reading, 8th-grade mathematics, and high school graduation.
The new index changed the state rankings significantly. While it provides a better look at states’ public education systems, the best index would measure “how well states and schools did, given their demography,” Raymond writes.
Education Gadfly also criticizes the methodology, but calls Quality Counts “the closest thing we have to a comprehensive annual report card on American K-12 education.”
Education Week’s Quality Counts 2009 report focuses on how well states are teaching students who start school without fluency in English. The numbers are growing rapidly: The number of students classified as English Language Learners rose by 57 percent from 1995 to 2005. ELL numbers quadrupled in Arkansas, Indiana, North Carolina, and South Carolina.
Ø Only 9.6 percent of 4th and 8th grade ELLs scored “proficient” or higher in mathematics on the National Assessment of Educational Progress (NAEP) in 2007, compared with 34.8 percent of students as a whole.
Ø The gap was similar on the 2007 NAEP in reading: 5.6 percent of ELLs scored proficient, compared with a national average of 30.4 percent.
One-fourth of ELLs showed no progress in a year. That varies from Maine, where 44.9 percent failed to improve, to Connecticut, where just 1.4 percent made no progress.
English-Learners Pose Policy Puzzle reports that only a third of ELLs are foreign-born and nearly half are the children of immigrants.
Seventeen percent of ELLs are third-generation Americans with both parents born in the United States.
I’m guessing third-generation kids are mislabeled. They speak English fluently but read and write poorly for reasons other than the fact that some Spanish is spoken at home.
The report includes profiles of immigrant students from different cultures, countries and educational backgrounds.