On assessment.

Successive reports issued last week reveal the significant progress made since enactment of the No Child Left Behind Act in 2002 as well as the substantial challenges that remain. First, according to a new study by the Center on Education Policy (CEP), student scores on state assessments have increased

consistently over the last five years--often at a faster clip than before 2002--while achievement gaps have narrowed. For example, 29 of 41 states with three years of data for elementary reading reported increases of at least one percentage point per year in proficiency; just five states experienced declines. Likewise, for elementary math, 37 of 41 states reported increases of at least one percentage point per year in proficiency; only two states experienced declines. Moreover, across all three grade spans, the achievement gap between white and black students narrowed in 14 states in reading (widening in none) and 12 states in math (widening in one), and the gap between white and Hispanic students narrowed in 13 states in reading (widening in none) and 11 states in math (widening in none). Overall, of the 13 states with comparable state assessment data before and after 2002, nine reported greater average annual increases in scores after 2002. CEP's panel of experts identified a number of reasons for the positive gains, careful not to attribute results to any single policy. Still, "This study confirms that No Child Left Behind has struck a chord of success with our nation's schools and students," the Secretary emphasized in a statement. "We know the law is working, so now is the time to reauthorize No Child Left Behind and continue the promise of a quality education for all America's children." For more information, please go to http://www.cep-dc.org/_data/n_0001/resources/live/07073-StudentAchievement.pdf. (The Secretary's statement is available at http://www.ed.gov/news/pressreleases/2007/06/06052007.html.)

Second, the Department's National Center for Education Statistics (NCES) released findings of a unique mapping exercise, whereby it placed fourth- and eighth-grade state proficiency standards in reading and math onto the appropriate National Assessment of Educational Progress (NAEP) scale for comparison. (NAEP, also known as the "nation's report card," provides a common scale, as it is given in all 50 states.) Unfortunately, most state proficiency standards fall within NAEP's Basic (versus Proficient) range, with most fourth-grade reading standards falling into NAEP's Below Basic range. While this variation may be explained to a point by differences in the design and purposes of state tests and NAEP, the gap (spanning a range of 60 to 80 points) is alarming. "This report offers sobering news that serious work remains to ensure that our schools are teaching students to the highest possible standards," the Secretary stated. "[President Bush's] reauthorization proposal for No Child Left Behind would require students' performance on state and NAEP assessments to appear side by side on the same report card so parents can compare how their state and school stack up. Through transparency, we can better gauge where states are and how far they have to go to reach grade-level proficiency for all students by 2014." For more information, please go to http://nces.ed.gov/nationsreportcard/pdf/studies/2007482.pdf. (The Secretary's statement is available at http://www.ed.gov/news/pressreleases/2007/06/06072007.html.)

Considering these reports, some have called for national standards and assessments. However, in a recent Washington Post op-ed, Secretary Spellings reiterated her opposition to a federal government-led effort. "National standards are not synonymous with higher standards," she noted. "In fact, they would threaten to lower the academic bar. And, they would do little to address the persistent achievement gap." Instead, she said, "The proper role of the Department is in helping states, districts, and schools collect data to drive good decision-making. Information is our stock in trade." For more information, please go to http://www.ed.gov/news/opeds/edit/2007/06112007.html.