The Nation’s Report Card

Guest Post by Walter E. Williams

The Nation's Report Card

The Department of Education just released results of the quadrennial National Assessment of Educational Progress tests in U.S. history, civics and geography given in 2018 to thousands of American eighth-graders: “Grade 8 Students’ NAEP Scores Decline in Geography and U.S. History; Results in Civics Unchanged Since 2014.”

The tests were administered from January to March 2018 to a nationally representative sample of 42,700 eighth-graders from about 780 schools. The news is not very good. Only 24% of students performed at or above the “proficient” level in civics. Worse yet, only 15% scored proficient or above in American history and 25% were proficient in geography. At least 25% of America’s eighth-graders are what NAEP defines as “below basic” in U.S. history, civics and geography. That means they have no understanding of historical and civic issues and cannot point out basic locations on a map.

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Education at a Crossroads

In just a matter of days — perhaps Monday — a decision will be made in Washington affecting the futures of millions of children in low-income communities, and in the very troubled area of race relations in America.

An opportunity has arisen — belatedly — that may not come again in this generation. That is an opportunity to greatly expand the kinds of schools that have successfully educated, to a high level, inner-city youngsters whom the great bulk of public schools fail to educate to even minimally adequate levels.

What may seem on the surface to be merely a matter of whether the U.S. Senate confirms or rejects the nomination of Betsy DeVos to be head of the U.S. Department of Education involves far bigger stakes.

The teachers’ unions and the education establishment in general know how big those stakes are, and have mounted an all-out smear campaign to prevent her from being confirmed.

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