With all the furor about inequality of income, inequality in education, and statistics being tossed out about how poorly minorities do on standardized tests, maybe all the experts and education consultants ought to take a hard look at some basic facts. The 2019 National Assessment of Educational Progress found that only 37% of U.S. high school seniors could read proficiently and less than 25% were proficient in mathematics. Interestingly enough, in 2018, roughly 37% of Americans had a bachelor’s degree.
The bottom line is fairly simple. If a student isn’t proficient in reading and mathematics, the odds are extremely high that they won’t do well college or in most high-paying fields. Not only that, but roughly half of adolescents and young adults with criminal records have reading difficulties. Similarly, about half of youths with a history of substance abuse also have reading problems.
Study after study has shown that the vast majority of students who don’t learn to read well in grade school never will catch up, which is borne out by the fact that 63% of high school seniors still can’t read proficiently. This isn’t helped by the fact that high school students have moved from reading to other leisure entertainment venues over the last 50 years. In 1970, 70% read from magazines or books daily; today the figure is 16%, and reading bits and pieces from a computer screen isn’t the same as reading a book.
In addition, individuals who develop reading skills are far more likely to develop writing skills, and the decline in writing skill among students entering college is at least partly, if not largely, linked to the decline in reading – both reading required in school and reading for pleasure or self-education.
As I’ve noted in other blogs, basic reading and writing are skills that need to be learned before the brain’s linguistic centers mature, which generally occurs in the mid-teens – certainly well before students enter college. What politicians and bureaucrats – and too many activists – tend to overlook is that mastery of the basic skills of reading and mathematics at an early age is far more important than all the furor over tests, GPA, social/economic inequality… or even a broad curriculum or cultural diversity.
Admittedly, students who come from higher economic backgrounds have a tremendous advantage because their background boosts the skills and referents essential to become a proficient reader. But as certain schools have demonstrated, those skills have been successfully taught to the most economically disadvantaged children. The larger problem is that too much is being “taught” too early to far too many students who don’t have the linguistic skills to really grasp that knowledge… or to learn material on their own, which becomes increasingly important in secondary and higher education.
The furor over tests such as the SAT or ACT misses a fundamental point. The test scores reflect, not just raw intelligence, but also the ability to process the material swiftly and accurately. Since most tests are timed, students who cannot read quickly and well and calculate quickly and accurately are penalized and classified as less able. And, unfortunately, they’ll be “penalized” for the rest of their life, because employers want jobs done quickly and well. Slow readers and calculators may be accurate, but in the real world time is money.
The solution doesn’t lie in removing or changing standardized tests, or in fiddling with college admission criteria. It lies in improving those two basic skills at a young age, and I don’t see the many educators or any politicians on any level addressing that in a meaningful or useful way. Until it is, all the proposed reforms involving colleges and higher education are essentially rearranging the same old flawed furniture.