The dismal results of the prior NAEP, administered in 2019, clarify why the unions’ are so antagonistic to standardized testing. As reported by the Wall Street Journal, “Of the 27 U.S. urban school districts that reported their results for 2019—from Boston and Chicago to Fort Worth, Texas, and Los Angeles—not a single one can say a majority of the black eighth graders in their care are proficient in either math or reading. It isn’t even close. In a number of these school districts, proficiency rates for black eighth graders are down in the single digits (see Detroit’s 4% for math and 5% for reading, or Milwaukee’s 5% for math and 7% for reading). Most are in the low teens.” All the above are big city, government-run, well-funded school districts with powerful teachers unions. 

On the most recent National Assessment of Educational Progress (NAEP), or “nation’s report card,” test scores in both reading and math declined for 13-year-old students, the first drop registered in 50 years. The test showed that the decline was concentrated among the lowest performing students. Peggy Carr, commissioner of the National Center for Education Statistics, who has been working with these data for 28 years, was shocked to see the decline. “I had to ask the question again of my staff. Are you sure?’ I asked them to go back and check,” she said.

It’s important to note that this test was given in early 2020, right before the pandemic-related shutdowns in the spring. At that point, then Secretary of Education Betsy DeVos granted a blanket, one-year “accountability waiver.” But in February 2021, with the Biden Administration in place, new Education Secretary Miguel Cardona said he’d “require states to administer the federally mandated tests in the spring, with an asterisk: They had the option of giving shorter, remote, or delayed versions.”

Bad idea. Per researcher Dan Goldhaber, “Using different versions of tests makes the results less comparable across different years and school districts.”