The Kids are Alright?*
The Recent NYC Student Test Results and the Long-Term Implications of Learning Loss During the Covid Era
When the New York State Education Department released data showing improved high school graduation rates earlier this year, the seemingly good news was applauded in many circles. However, I wrote at the time that the data should be met with a healthy dose of skepticism for it could be a mirage of improvement rather than actual improvement. Or put another way, it was likely a case of the Monty Python film, The Life of Brian’s, “Always look on the bright side of life.”
Why? Because attendance, grading, and other graduation requirements were relaxed during the height of Covid. In other words, it may have been good news only because the goal posts were moved.
If anything, recently released data demonstrates that we are facing considerable challenges to reverse significant learning losses as a result of Covid. For example, National Assessment of Educational Progress data released at the end of August found Covid erased two decades of gains in math and reading scores for nine-year-old students nationally. TWO. DECADES.
In addition to the National Assessment of Educational Progress scores, in September the New York City Department of Education released math and English and Language Arts (ELA) scores for students in grades 3–8. In particular they measured 2019 — just before the pandemic — and this year’s results.
Recent articles have suggested the NYC scores offer more mixed results than the Nation Assessment of Educational Progress scores. While it’s only one of New York’s nearly 700 school districts, given it’s the largest school district in the country — with a rich diversity in students and schools — New York City’s results offer significant insight into the challenges that lie ahead for schools across the country.
A 30,000 Foot View of the NYC Results
While NYC saw declines in math proficiency, there was improvement in ELA proficiency for students in grades 3–8 — and hence the mixed results according to reports. However, when diving into the data a different picture emerges. Overall, more than half of New York City students in grades 3–8 lack proficiency in math and ELA. Less than four in 10 students are proficient in math — a striking figure that must be reversed if students are to be prepared for college or career.
Breaking Down Math Scores
There was a fairly significant decrease in math proficiency — declining nearly 8% in 2022 from before pandemic in 2019. When you break it down by grade, it doesn’t get much better — every grade declined, with 8th grade students losing the most ground (-11%).
As concerning is the fact that as students move through the grades, proficiency in math drops precipitously. In 3rd grade nearly 50% of students are proficient in math, but by the 8th grade only one out of every four students are proficient in math.
Breaking Down English and Language Arts Scores
As mentioned above, NYC’s uptick in ELA scores was a potential bright spot during Covid. But when you break the numbers down by grade it tells a slightly different story.
Overall, ELA scores increased largely on the strength of 6th,7th, and 8th grade students. For example, there was nearly a 10 point increase in proficiency for 7th graders. That is a positive development. However, like Math, 3rd, 4th, and 5th grades all saw decreases in ELA proficiency — those critical foundational years for a child. As a result, we are likely to see decreases in the upper grades in future years as these students move up — that is, unless there are dramatic interventions to stem the tide.
To Take or Not to Take the Test — That is the Question
In addition, although ELA scores increased, so too did the number of students who opted out of taking the tests altogether. In 2019, only 4% of students opted out of the Math and ELA exams. In 2022, it jumped to 10%. Who were those students? How are they faring? Did the increase in opt outs drive the ELA numbers up given some students simply fell through the cracks? Are the math scores actually worse? We need to better understand the students who didn’t take the exams.
Equity Gaps Persist
Finally, the recent results show continued equity gaps in education. Every race/ethnicity’s proficiency in Math declined from 2019 to 2022, while each improved in ELA (another bit of good news). However, as the chart below illustrates, there is a chasm as wide as the Grand Canyon that must be addressed. Approximately one out of every five Black and Hispanic students are proficient in math compared to nearly seven out of 10 Asian or six out 10 white students. And it’s similar in ELA as well. It’s imperative we close these gaps.
Always Look on the Bright Side of Life
I’m not trying to be a Debbie Downer, honest! My fear is that we so desperately want good news after the disruptions Covid caused in the classroom that we overlook the growing cracks in the foundation. But that won’t help; only taking a sober look at the data will — not because we don’t care about students, but because we care deeply about their success. The truth is these test results will turn from ripples into waves of problems by college and career if students continue to struggle in their early academic experiences.
The truth is these test results will turn from ripples into waves of problems by college and career if students continue to struggle in their early academic experiences.
Are tests the be all and end all for measuring student achievement? Of course not. But these results pull back the curtain to show how much work is needed to recover from the pandemic, especially our students. As a fantastic new report on per pupil spending in New York by the Citizen’s Budget Commission found, it may not be a “how much” money issue — it may be getting the money to the right interventions and where it is needed the most.
During Covid, teaching became a family affair — often with kids and parents battling for broadband bandwidth just to logon onto their remote classrooms or endless work Zooms, Teams, and Facetime meetings. Educators had to teach while balancing the disruptions Covid caused for their own children. When schools restarted in-person instruction it was often a wild ride of unknowns and false starts because of all the ongoing Covid disruptions. In other words, it wasn’t optimal and people are exhausted from the experience — students, parents, and educators.
This (hopefully) once in our lifetime health crisis (I’m looking at you Monkeypox and Polio) will allow us to turn the page in education — taking the good and leaving the bad behind once and for all. But recent national and New York City data illustrate that we have a long road ahead to regain the learning our students have lost. Whatever loses students experience in K-12 will be felt in college and/or their careers. This was an unprecedented event that requires extraordinary efforts, or the impact of these learning losses will be felt for generations to come.
NOTES:
*Courtesy of The Who.
