Every two years, education-policy wonks gear up for what has become a time-honored ritual: the release of the Nation’s Report Card. Officially known as the National Assessment of Educational Progress, or NAEP, the data reflect the results of reading and math tests administered to a sample of students across the country. Experts generally consider the tests rigorous and highly reliable—and the scores basically stagnant.
Math scores have been flat since 2009 and reading scores since 1998, with just a third or so of students performing at a level the NAEP defines as “proficient.” Performance gaps between lower-income students and their more affluent peers, among other demographic discrepancies, have remained stubbornly wide.
Among the likely culprits for the stalled progress in math scores: a misalignment between what the NAEP tests and what state standards require teachers to cover at specific grade levels. But what’s the reason for the utter lack of progress in reading scores?
On Tuesday, a panel of experts in Washington, D.C., convened by the federally appointed officials who oversee the NAEP concluded that the root of the problem is the way schools teach reading. The current instructional approach, they agreed, is based on assumptions about how children learn that have been disproven by research over the last several decades—research that the education world has largely failed to heed.
The long-standing view has been that the first several years of elementary school should be devoted to basic reading skills. History, science, and the arts can wait. After all, the argument goes, if kids haven’t learned to read—a task that is theoretically accomplished by third grade—how will they be able to gain knowledge about those subjects through their own reading?