The US has just had a release of the 2017 National Assessment of Educational Progress (NAEP) results. They are not good. Of grade 8 pupils in public schools, 65% failed to meet proficiency standards in reading, and 67% failed to meet proficiency standards in mathematics. This is a serious problem, and it is worth getting to the bottom of it.
Doing a multiple regression on average state grade 8 reading scores, the politics of the state governor has no effect (p = 0.67). States vary enormously in the money they spend on education, ranging from $6,575 per pupil in Utah to $21,206 per pupil in New York. This makes no difference either (p = 0.93). What does make a difference is the state poverty rate (R2 = 0.49, p = 0.000000014).
For grade 8 mathematics scores, the story is similar. Politics of the state governor (p = 0.76) and money spent on education (p = 0.51) have no effect, but the state poverty rate does (R2 = 0.55, p = 0.0000000008).
Clearly, poor children do much less well in school, and spending money on schools does not address the problem. Why do poor children do less well in school? Research shows that on day one, poor children have a cognitive and behavioural disadvantage. Poor children eat less well. Poor children are starved of words, because their parents, on average, spend less time talking, singing, and reading to them.
The problems lie at home; the solutions must also lie at home. Rather than spending more money in schools, the US seems to need more assistance to parents at home. For example, the State Library of Queensland has started a wonderful Dads Read programme in Australia. Bookstart in the UK offers a free pack of books to children at 0–12 months and at 3–4 years. Also helpful would be guides to teaching number skills, guides to nature walks, discounts for families at museums, and other assistance in STEM areas (I’m start to feel like it’s time to write another children’s book). Surely this problem with reading and mathematics needs to be addressed with urgency!