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Baltimore City is facing a devastating reality as the latest round of state test scores are released.
Project Baltimore analyzed the results and found a shocking number of Baltimore City schools where not a single student is doing math at grade level.
“We're not living up to our potential,” said Jovani Patterson, a Baltimore resident who made headlines in January 2022, when he filed a lawsuit against Baltimore City Schools. The suit claims the district is failing to educate students and, in the process, misusing taxpayer funds.
“We, the taxpayer, are funding our own demise,” Patterson said at the time. “My immediate reaction is, take your kids out of these schools,” said Patterson.
In reading, 628 Patterson High School students took the test. Out of those students, 484 of them, or 77%, tested at an elementary school reading level. That includes 71 high school students who were reading at a kindergarten level and 88 students reading at a first-grade level. Another 45 are reading at a second-grade level. Just 12 students tested at Patterson High School, were reading at grade level, which comes out to just 1.9%.
Carnoy, who has spent more than 20 years researching international education, says the rise and fall of PISA scores typically has less to do with a country’s education system and more to do with demographic changes. He warns educators and policy makers against comparing countries with completely different populations, cultures, economies, and attitudes toward education.
“The biggest problem is presenting test scores without correcting for social class differences, both between countries and within a country over time,” said Carnoy, “One should be very careful about jumping to conclusions about what these test score comparisons mean: These tests were never meant to be a race, and we weren’t supposed to be the horses.”
Carnoy says U.S. educators trying to make sense of PISA can learn more from what’s happening in some of our states’ most successful education systems, like the one in Massachusetts, rather than from what’s happening in South Korea.
In a statement, Harry Feder, executive director of the National Center for Fair & Open Testing, warned against assigning too much significance to these latest NAEP scores, saying they only “demonstrate what educators and parents already know — the pandemic was bad for kids.”
Feder, who is skeptical of high-stakes testing, added that “now that children are back in school, in-person learning has gone back to normal” — something that rebounding MCAS scores may reflect.