Thirds of Wisconsin Public-School 8th Graders Can’t Read Proficiently—Despite Highest Per Pupil Spending in Midwest
Students from Appleton West High School protest a proposal by Wisconsin Gov. Scott Walker that would make teachers pay a fraction of their own pension and health-insurance costs. They probably did not make their own signs since most can not READ!!!!
Two-thirds of the eighth graders in Wisconsin public schools cannot read proficiently according to the U.S. Department of Education, despite the fact that Wisconsin spends more per pupil in its public schools than any other state in the Midwest. Yet, their teachers not only want pay increases, they want cradle to grave health coverage and generous retirement pensions/benefits.
In the National Assessment of Educational Progress tests administered by the U.S. Department of Education in 2009—the latest year available—only 32 percent of Wisconsin public-school eighth graders earned a “proficient” rating while another 2 percent earned an “advanced” rating.
The other 66 percent of Wisconsin public-school eighth graders earned ratings below “proficient,” including 44 percent who earned a rating of “basic” and 22 percent who earned a rating of “below basic.”
The test also showed that the reading abilities of Wisconsin public-school eighth graders had not improved at all between 1998 and 2009 despite a significant inflation-adjusted increase in the amount of money Wisconsin public schools spent per pupil each year.
In 1998, according to the U.S. Department of Education, Wisconsin public school eighth graders scored an average of 266 out of 500 on the NAEP reading test. In 2009, Wisconsin public school eighth graders once again scored an average of 266 out of 500 on the NAEP reading test.
Meanwhile, Wisconsin public schools increased their per pupil expenditures from $4,956 per pupil in 1998 to 10,791 per pupil in 2008. According to the Bureau of Labor Statistics inflation calculator the $4,956 Wisconsin spent per pupil in 1998 dollars equaled $6,546 in 2008 dollars. That means that from 1998 to 2008, Wisconsin public schools increased their per pupil spending by $4,245 in real terms yet did not add a single point to the reading scores of their eighth graders and still could lift only one-third of their eighth graders to at least a “proficient” level in reading.
The $10,791 that Wisconsin spent per pupil in its public elementary and secondary schools in fiscal year 2008 was more than any other state in the Midwest. EMPHASIS ADDED!!!!!
Neighboring Illinois spent $10,353 per student in 2008 ( ALSO ONE OF THE WORST RESULTS...Latvia beats our reading scores), Minnesota spent $10,048 per student; Iowa spent $9,520 per student. Among Midwest states, Nebraska was second to Wisconsin in per pupil spending in its public schools, spending $10,565 per student.
Of these nearby states, only Minnesota did slightly better teaching reading to its public school students. In 2009, 39 percent of eighth graders in Minnesota public schools earned a rating of “proficient” or better in reading, and the average eighth grade reading score in the state was 270 out of 500.
In Illinois, only 32 percent of eighth graders earned a rating of “proficient” or better in reading ( maybe that is why they voted in narrowly a Democrat Governor who immediately raised the state income tax 66%), and the average eighth grade reading score was 265 out of 500. In Iowa, only 32 percent of eighth graders earned a rating of “proficient” or better in reading, and the average reading score was 265 out of 500. In Nebraska, only 35 percent of eighth graders earned a rating of “proficient” or better in their public schools, and the average reading score was 267 out of 500.
Nationwide, only 30 percent of public school eighth graders earned a rating of “proficient” or better in reading, and the average reading score on the NAEP test was 262 out of 500.
The National Assessment of Educational Progress explains its student rating system as follows: “Basic denotes partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade. Proficient represents solid academic performance. Students reaching this level have demonstrated competency over challenging subject matter. Advanced represents superior performance.”
In other words, despite the $10,791 that taxpayers were paying ( compared to ZERO for catholic schools) to educate students in Wisconsin public schools, two-thirds of eighth graders in those schools showed at best only a “partial mastery of prerequisite knowledge and skills that are fundamental for proficient work” at that grade level.
In fiscal 2008, the federal government provided $669.6 million in subsidies to the public schools in Wisconsin.
WHAT IS THE AVERAGE PAY/BENEFITS FOR TEACHERS IN WISCONSIN: $100,000....some more some less...
They also seem to have forgotten that they are not employed by their UNION, but by the taxpayers who for the most part earn an average of $32,000 annually!
Are our kids learning? Probably, but at least when it comes to reading they aren't learning any better than in the past. NAEP reading scores for 2009 have just been released and they're pretty uninspiring. Scores for 8th graders have been flat since 2002, and as the chart on the right shows, they've been flat at pretty much all achievement levels. Good readers are reading as well as they did in 2002 and poor readers are reading as poorly. Black-white and Hispanic-white gaps have narrowed ever so slightly, and the male-female gap has stayed about the same. Broken out by public, private, and Catholic schools, scores still remain flat across the board.
So is there any good news? Well, scores for the worst readers have improved at the 4th grade level, and it's possible that these improvements will eventually filter up to the higher grades as well. That hasn't happened in the past (in fact, gains in the lower grades tend to wash out at higher grades), but you never know. Maybe this time they will.
Of course, there is another bit of good news: American students may not be improving much in reading, but neither has there been a wholesale collapse, as news reports sometimes suggest. Reading scores are slightly up over the past two decades, and math scores are up considerably. But count me as skeptical of this, from the New York Times:
In seeking to explain the lagging reading scores, some experts point to declines in the amount of reading children do for pleasure as they devote more free time to surfing the Internet, texting on cellphones or watching television. Others blame undemanding curriculums ( I know my kid is bored as can be with boring teachers and boring subject curriculums).
Susan Pimentel, an expert on English and reading standards who is a member of the governing board that oversees the test, said that American schools were fairly efficient at teaching basic reading skills in the early grades, but that as students matured they need to be consistently challenged to broaden those skills by reading not only complex literature but also sophisticated nonfiction in subjects like history and science.
Reading scores haven't "lagged," they've been flat. And they've been flat for 20 years, which means that the internet and texting are pretty unlikely to be at fault. In fact, to the extent that the internet has replaced TV watching, it seems as if it's likely to be a net benefit, not a problem.
Stupid is, as stupid does!!!!!
