Reading scores nationwide stalled under ‘No Child’ law
Most students at a basic level in grades 4, 8
WASHINGTON — The nation’s students are mired at a basic level of reading in fourth and eighth grades, their achievement in recent years largely stagnant, according to a federal report yesterday that suggests a dwindling academic payoff from the landmark No Child Left Behind law.
The report from the National Assessment of Educational Progress, or NAEP, showed that fourth-grade reading scores stalled after the law took effect in 2002, rose modestly in 2007, then stalled again in 2009. Eighth-grade scores showed a slight uptick since 2007 — 1 point on a scale of 500 — but no gain over the seven-year span when President George W. Bush’s program for school reform was in high gear.
Only in Kentucky did reading scores rise significantly in both grades from 2007 to 2009.
For the third straight time, Massachusetts fourth- and eighth-graders received the nation’s highest reading scores. Fourth-graders scored an average of 234 on the 2009 test, compared with the national average of 220. Eighth-graders averaged 274, tied for first with five other states and above the 262 national average.
Governor Deval Patrick touted the results at an afternoon press conference. “This is a wonderful, wonderful reflection of all the hard work that has been done in classrooms and schools all across the Commonwealth,’’ Patrick said.
Patrick and Secretary of Education Paul Reville said that, despite the results, they remained concerned about a persistent achievement gap between students of color and white students and poor students and their peers from wealthier families.
No Child Left Behind, which Bush signed in 2002, aimed to spur a revolution in reading. The government spent billions of dollars to improve instruction and required schools to monitor student progress every year toward an ambitious goal of eliminating achievement gaps.
Yet an authoritative series of federal tests has found only isolated gains — notably including the District of Columbia’s long-troubled public schools — but no great leaps for the nation.
“We’ve had a real focus on reading, and we’re stuck,’’ said Susan Pimentel, a member of the National Assessment Governing Board, which oversees the tests. The report, she said, “points to an issue, and we’ve got to as practitioners figure what’s going on. I think students aren’t reading enough. And I think they aren’t reading enough of the good stuff. That’s true in grade 4, and that’s true in grade 8, on up.’’
Last fall, the government reported sluggish gains in math in a companion series of federal tests. Taken together, the reading and math results are likely to be seized on by would-be reformers as evidence that a new approach should be taken. But what that should be remains an open question.
“Today’s results once again show that the achievement of American students isn’t growing fast enough,’’ Education Secretary Arne Duncan said in a statement. “The reading scores demonstrate that students aren’t making the progress necessary to compete in the global economy. We shouldn’t be satisfied with these results. By this and many other measures, our students aren’t on a path to graduate high school ready to succeed in college and the workplace.’’
President Obama wants to raise standards and give educators more freedom to innovate, without abolishing the premise of No Child Left Behind that students should be tested every year and schools held accountable for failure. Teachers unions, critical of Obama’s plan, say educators should be given far more funding and other help to lift the performance of struggling students. Talks are underway in Congress on a rewrite of the law.
Nationally, the public average for fourth-grade reading scores remained 220 on the 500-point scale. D.C. test scores have been trending upward for some time, but achievement in the city’s schools remains far below the high marks of the surrounding suburbs. D.C. scores showed a surge to 202 last year from 197 in 2007. Virginia’s score was unchanged at 227. The national average for eighth-grade reading scores is 262.
D.C. schools Chancellor Michelle Rhee attributed some of the District’s recent gains to the creation of a two-hour “literacy block’’ in all elementary schools. That amounts to two hours every school day of uninterrupted focus on reading.
Michael Levenson of the Globe staff contributed to this report. 
