The classic three R’s of education – reading, writing and arithmetic – became the three R’s of educational alarm for Wisconsin with the release Thursday of nationwide data on eighth-graders’ writing ability.
While Wisconsin students on the whole did better than the national average and better than in 1998, the last time the same tests were given here, Wisconsin’s African-American students had the lowest average score in the nation, and the gap between black and white scores in Wisconsin was the second worst in the United States.
The writing scores lined up with results released in September from national testing that showed the average reading scores of fourth- and eighth-grade black students in Wisconsin were the lowest in the U.S. The gaps between black students and white students in Wisconsin in reading were the largest in the nation, and the situation for math scores was nearly as grim.
The overall message appears clearly to be that something is seriously off course in the education of African-American children in the state, decidedly more so than in other states. Gaps between whites and Hispanics and between kids from lower-income homes and those from higher-income homes are serious but not nearly the size of the racial gaps.
“Once again, we see Wisconsin at the bottom of the pack when it comes to the performance of African American students. In fact, Wisconsin was one of just three states that lost ground for its African American students between 1998 and 2007. When you compare Wiscosnin to a state like Arkansas, in 1998, Wisconsin was doing much better for its black students than Arkansas. But Wisconsin has since lost a lot of ground, whereas Arkansas gained a lot of ground, and now you see African American students in Arkansas are doing better than African American students in Wisconsin. We know that Arkansas, for example, has been working diligently for the last 10 years to raise expectations for both teachers and students in terms of the kind of content they are supposed to master, and they’ve also had an explicit focus on insuring that there is coordination across the curriculum so that students are writing not just in a prescribed writing block, but they’re writring in their science courses and in their mathematics couses and in their history courses. You’re seeing the pay off here. Wisconsin would be very well advised to look at the practices of states that have frankly passed it by.