Posts Tagged ‘demographic inequities’

College Test Scores Have Declined For Five Straight Years. America’s Educational System Needs Fixing.

Thursday, October 20th, 2022

Over the last couple of years there have been significant incidents in the country and the world, all vying for space in one’s brain. We’ve seen the horror of the COVID 19 pandemic, the insurrectionist attack on the Capitol, the invasion of Ukraine by Russia under the direction of Mr. Evil Incarnate Vladimir Putin, All Things Crazy with Donald Trump and his cultish followers, the ongoing implosion of Great (maybe not so much anymore) Britain where Prime Minister Liz Truss resigned this morning (at 45 days in office, she was more like a tourist than a resident at 10 Downing Street), the upcoming Midterm elections with their sucking up enormous amounts of money for political spending (you could probably run a moderately-sized country with what the Democrats and Republicans are spending to buy, excuse me, win, this election), and a host of other important events, including what the World Health Organization and the UN label as a “catastrophic hunger crisis” in Haiti. Only an Ed Sullivan Plate Spinner could keep it all straight.

Consequently, one could be forgiven for not noticing a burgeoning crisis in American education, and I’m not talking about the culture things, like whether it’s alright to discuss Critical Race Theory in class, or ways to achieve diverse and inclusive practices. No, what I’m referencing is ACT college admission test scores dropping to their lowest level in more than 30 years.

As the AP reports:

The class of 2022′s average ACT composite score was 19.8 out of 36, marking the first time since 1991 that the average score was below 20. What’s more, an increasing number of high school students failed to meet any of the subject-area benchmarks set by the ACT — showing a decline in preparedness for college-level coursework.

The test scores, made public in a report Wednesday (12 October), show 42% of ACT-tested graduates in the class of 2022 met none of the subject benchmarks in English, reading, science and math.

The decline in test scores did not begin with the pandemic; they have been dropping for five consecutive years. COVID merely exacerbated the trend.

According to ACT (American College Testing), administrator of the tests for 60 years, in its report of this year’s results:

  • Approximately 1.3 million students in the U.S. high school graduating class of 2022 took the ACT test, an estimated 36 percent of graduates nationwide.
  • The national average Composite score for the graduating class of 2022 is 19.8, down from 20.3 for the graduating class of 2021, the lowest average score since 1991.
  • Thirty-five percent of the ACT-tested graduating class took the ACT more than once, as compared to 32% for the 2021 cohort.
  • Thirty-two percent of ACT-tested graduates in the class of 2022 met at least three out of four ACT College Readiness Benchmarks (English, reading, math, and science), while 42% of students met none, and 22% met all four.

Rose Babington, senior director for state partnerships for the ACT, said, “Academic preparedness is where we are seeing the decline. Every time we see ACT test scores, we are talking about skills and standards, and the prediction of students to be successful and to know the really important information to succeed and persist through their first year of college courses.”

ACT CEO Janet Godwin put it more bluntly. “The magnitude of the declines this year is particularly alarming. We see rapidly growing numbers of seniors leaving high school without meeting college-readiness benchmarks in any of the subjects we measure.”

According to Prep Scholar, which follows and charts average SAT scores over time, scores there have also declined, although their decline has been less acute than that of the ACTs. From 2006 through 2015, SAT scores dropped 34 points, falling in all demographic groups except Asian, Asian American, or Pacific Islander, where they rose, and Whites, where they remained steady. In 2017, the SATs were massively redesigned in an effort to make them more equitable. This led to significantly higher scores in all demographics except American Indian or Alaskan Native, where, by 2021, they had declined 36 points. During the same period, Black, or African American, scores jumped 75 points, and scores of White students were up 49 points to 934 and 1112, respectively.

But there has been no large redesign of the ACT test, so the picture there is less cloudy. We can draw conclusions with more certainty.

The latest results offer a lens into systemic inequities in education, in place well before the pandemic shuttered schools. COVID just made things worse. ACT’s Babington said, “The decline hit rural, low income and minority students of color the hardest.” You know, the ones whose parents can’t afford expensive college admission test tutoring. The ones who go to schools that don’t have anywhere near as much money to invest as schools in upper income neighborhoods and communities.

Can these inequities be fixed?

Sure, but it all comes down to money. Who has it and who doesn’t.

Schools nationwide require resources to operate and the cash to fund them. The way in which schools get their funding varies from state to state and district to district. But there are some funding principles that are relatively uniform throughout the country.

According to Education Week, public school funding comes from a variety of sources at the local, state and federal level. Approximately 48 percent of a school’s budget comes from state resources, including income taxes, sales tax, and fees. Another 44 percent is contributed locally, primarily through the property taxes of homeowners in the area. The last eight percent of the public education budget comes from federal sources, with an emphasis on grants for specific programs and services for students that need them. Traditionally, Americans desire to keep control of  schools at the local level, rather than a national one. Consequently, poorer states have less money to invest in education.

For example, the World Population Review reports Mississippi has the lowest median household income in the nation at $43,781, and annually ranks at or near the bottom in high school educational attainment. Compare that to Massachusetts, which has the third highest median family income (after the District of Columbia and Maryland) at $85,843, nearly double that of Mississippi.

You’d expect Massachusetts, with all that money, to rank high in public school education. And, you’d be right. As reported by WalletHub, which compared all 50 states across 18 metrics that examined the key factors of a well-educated population: educational attainment, school quality and achievement gaps between genders and races, Massachusetts ranks first for Educational Attainment and third for Quality of Education. Money talks.

There is a trend among colleges to no longer require testing for admission as they attempt to more equitably examine students applying for admittance, and the number of students taking the ACT has declined 30% since 2018, as graduates increasingly forgo college altogether. Some colleges, such as the University of California system, even opt for a test-blind policy, where scores are not considered even if submitted. Consequently, it’s possible the days of the ACT and SAT may be coming to an end. Nonetheless, the continuing decline in test scores is alarming to educators around the country. More worrisome is participation in the ACT among Black students plunged 37% this year, with only 154,000 taking the test.

Over the last few years, we have seen another problem emerge for public education. Grandstanding politicians have parachuted themselves into the nation’s classrooms in attempts to legislate what can be taught and how to do it. This has further muddied the country’s educational system, and it should stop right now.

It is the tallest of orders, but to remain globally competitive, we need to let educators educate and reexamine how we distribute the money necessary to let them do it. Anything less is a continuing disservice to our nation’s students, bound for college or not, who deserve the best we can give them as they enter adulthood.