MSU experts on NAEP Math and Reading results for 2022 | today

The 2022 National Assessment of Educational Progressresults, also known as Nation Report CardIt will be announced on Monday, October 24th. experts from Michigan State University College of Educationone of the The nation’s top-ranked collegeswill be available for comment.

Here’s what they have to say about the current state of reading, math, and assessment in our country.

Research studies have shown time and time again that teaching reading and writing is not fair. We need continued attention to research-based education and literacy to ensure that all children in every classroom learn to read and write.”

Tanya S. I have seen
Associate Professor of Language and Literacy
Michigan State University, College of Education

“In Michigan, as in most states, benchmark scores show that students have made some progress since the spring of 2019, but learning growth has slowed over the course of the pandemic. Importantly, the pandemic has affected historically marginalized students the most, Because they live in communities hard hit by the economic and health consequences of the virus and have attended districts that offered distance education for longer during the 2020-21 school year.It is not surprising, then, that ELA M-STEP results indicate that many third graders read less than Grade level compared to before the pandemic.

“None of this is new. Instead of delving into what has happened over the past two years – which has been a terrible thing for students across the country – we should focus our efforts on recovery, especially for the students who have been hardest hit by the COVID-19 pandemic.”

Catherine Strunk

Clifford Erickson Distinguished Professor of Education Policy
College Director, Michigan State University Creating a cooperative education policy

“We learned recently that student achievement nationwide has fallen sharply during the pandemic in both math and reading. The first was the first drop in NAPA scores since testing began in the 1970s. Educators were very concerned that cross-group effects The underprivileged could be much worse, and we got our first nationwide clue about the extent of any such disparities on Monday, October 24. Whether big or small, we already know their students have struggled with the pandemic across the country and without major investments Over the next few years to reverse this interrupted learning, the damage to generations could be significant.”

Scott Emberman
Professor of education policy
Michigan State University, College of Education

“No matter where a particular country ranks in the latest NAEP rankings, the results are clear: a once-in-a-generation pandemic requires equal intergenerational investment in public education—including not only academics but school infrastructure and holistic supports such as childcare and child support. Mental health “.

Joshua M. Queen
Professor of education policy
Michigan State University, College of Education

“The math results clearly reflect the impact of the coronavirus pandemic on the education of children of the nation as a whole. The results also show the disparate impact that this has had on children from different social classes. Recent research, based on a random sample of American schools, showed that nearly a third of Inequality in mathematics performance was not contributed by household and family background but by the indirect influence of social class through its relationship to the distribution of mathematics learning opportunities as provided by schools.Now imagine that this scenario was implemented in a pandemic environment where the full nature of how Providing a learning opportunity.

William Schmidt
Distinguished university professor
Director of the Center for the Study of Curriculum Policy
Michigan State University, College of Education

“Headlines like “Fourth and eighth grade math and reading scores have plummeted as a result of pandemic” miss the mark in that students have been learning and developing new and different strengths during the pandemic. As Rachel Gabriel writes in the Washington Post, students learn about inequality when they see that some areas You open in person and some don’t, some people are vaccinated and some don’t.They learn that the world still assumes that all children live with their parents, and that it is safe to do so.Good math education can and should be based on these and other students’ life experiences.Can be Student experiences and local contexts are a powerful way to increase student engagement and motivate them to learn mathematics. These contexts help students learn about themselves and the world around them. They also help students learn mathematics, by providing them with opportunities to observe patterns, critique information, and learn to ask questions and think. By doing so. Students learn more mathematics.

“Tests don’t tell us all what students know. In the context of COVID, students now know and can do a lot of things they never did that won’t be captured well in a test. Challenges highlight the need to rethink what and how we can capture students’ strengths Coming out of this difficult time. Anyone developing standardized tests needs to focus on designing a more comprehensive and useful test toward measuring what students can do to enable teachers to build on students’ strengths.”

The above is a joint statement from:

Sandra Crespo
Mathematics teacher
Associate Head of Graduate Education in the Teacher Training Department
Michigan State University, College of Education

Beth Herbel Eisenman
Mathematics teacher education teacher
Michigan State University, College of Education

Tonya Bartell
Associate Director of Elementary Programs
Associate Professor of Teacher Education
Michigan State University, College of Education

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