\r\n \t
  • David Steiner highlights numerous structural issues with the U.S. K-12 education system and how these issues harm students.<\/li>\r\n \t
  • How can donors and funders help the U.S. education system become more equitable for students from marginalized communities?<\/li>\r\n \t
  • Read about building a better early education system<\/a>.<\/li>\r\n<\/ul>","intro":null,"content":"\u201cMath and reading scores for 13-year-olds have hit their lowest scores in decades.\u201d When the recent NAEP\u00a0long-term trend results\u00a0for 13-year-olds were published, the reactions were predictable: short pieces in the\u00a0national press\u00a0and\u00a0apologetics\u00a0in education blogs. COVID-19, we were told, was continuing to cast its long shadow. Despite nearly $200 billion in emergency federal spending on K-12 schooling, students are doing worse than a decade ago, and lower-performing students are today less capable of doing math than they were 35 years ago.What is striking has been the pervasive weariness evident in the commentaries on the results of the National Assessment of Educational Progress. The news was heralded as \u201calarming,\u201d \u201cterrifying\u201d and\u00a0\u201ctragic.\u201d As for responses? At the end of\u00a0his piece\u00a0on the results, AEI\u2019s Nat Malkus concludes that \u201cnothing less than Herculean efforts will make up for such shortfalls\u201d \u2014 but on just what those efforts should be, he was silent. Writing for The 74, political scientist Vladimir Kogan\u00a0concludes\u00a0that \u201cthe new federal data send a clear message that we must do better\u201d \u2014 but, once again, nothing about how.Other responses have been predictable. In her\u00a0blog, Diane Ravitch wrote: \u201cWill politicians whip up a panicked response and demand more of what is already failing, like charter schools, vouchers, high-stakes testing and Cybercharters? or [sic.]will they invest in reduced class sizes and higher teacher pay?\u201d Her response points to a familiar split in the education policy community: On the one hand, the defenders of public education blame chronic underfunding of schools and of teacher salaries in particular, and an overreliance on teaching to the test. On the other, their conservative critics point to lack of school choice, poor teacher preparation programs and (more recently) the woke invasion of classrooms.","html_content":"

    \u201cMath and reading scores for 13-year-olds have hit their lowest scores in decades<\/a>.\u201d When the recent NAEP\u00a0long-term trend results<\/a>\u00a0for 13-year-olds were published, the reactions were predictable: short pieces in the\u00a0national press<\/a>\u00a0and\u00a0apologetics<\/a>\u00a0in education blogs. COVID-19, we were told, was continuing to cast its long shadow. Despite nearly $200 billion in emergency federal spending on K-12 schooling, students are doing worse than a decade ago, and lower-performing students are today less capable of doing math than they were 35 years ago.<\/p>

    What is striking has been the pervasive weariness evident in the commentaries on the results of the National Assessment of Educational Progress. The news was heralded as \u201calarming<\/a>,\u201d \u201cterrifying<\/a>\u201d and\u00a0\u201ctragic<\/a>.\u201d As for responses? At the end of\u00a0his piece<\/a>\u00a0on the results, AEI\u2019s Nat Malkus concludes that \u201cnothing less than Herculean efforts will make up for such shortfalls\u201d \u2014 but on just what those efforts should be, he was silent. Writing for The 74, political scientist Vladimir Kogan\u00a0concludes<\/a>\u00a0that \u201cthe new federal data send a clear message that we must do better\u201d \u2014 but, once again, nothing about how.<\/p>

    Other responses have been predictable. In her\u00a0blog<\/a>, Diane Ravitch wrote: \u201cWill politicians whip up a panicked response and demand more of what is already failing, like charter schools, vouchers, high-stakes testing and Cybercharters? or [sic.]will they invest in reduced class sizes and higher teacher pay?\u201d Her response points to a familiar split in the education policy community: On the one hand, the defenders of public education blame chronic underfunding of schools and of teacher salaries in particular, and an overreliance on teaching to the test. On the other, their conservative critics point to lack of school choice, poor teacher preparation programs and (more recently) the woke invasion of classrooms.<\/p>

    Read the full article about the U.S. education system by David Steiner at The 74.