Our Community, Our Children and Education Equity: What the Data Reveals
The persistent disparity in the academic achievement of students from different socio-economic, racial and ethnic backgrounds based on the results of various research studies examining the standardized and school level test results of students in the United States has been reported extensively. As we welcome the year 2020, it is important to reflect on the state of education in our community and beyond. Priority this year and this decade should be focused on ensuring that all our children are provided the necessary competences to lead successful lives in adulthood which in turn enhances our community. Performance scores, like any data, are meaningless unless the scores are analyzed and used to guide intentional decision-making and actions that lead to improved outcomes.
At the National Level The 2018 Programme for International Student Assessment, (PISA), a test of reading, mathematics and science administered every three years to fifteen-year-old students around the world released on December 3, 2019 by the Organisation for Economic Co-operation and Development (OECD) highlight an increased gap in the mathematics and reading scores between socio-economically disadvantaged students and the not socio-economically disadvantaged students in United States, which is larger than the gap between both sub-groups in the top performing countries.
The scores of the 2019 National Assessment for Educational Progress (NAEP), also known as the Nation’s Report card, released on October 30, 2019 highlight the persistent education inequity in the nation and specifically in California because of the lasting gap between high and low performing students. NAEP has been used to measure and compare students’ academic performance across the nation since 1969 for the purpose of improving the US education system.
At the State Level
The 2019 8th grade NAEP scores declined in both reading and mathematics in California.
