The decline in math skills and reading comprehension is not news, but the specific data reported by the National Center for Education Statistics (NCES) this year should intensify our overall sense of alarm.
“The average scores for 13-year-olds declined 4 points in reading and 9 points in mathematics compared to the previous assessment administered during the 2019–20 school year. Compared to a decade ago, the average scores declined 7 points in reading and 14 points in mathematics.” – NCES, June 2023
NAEP scores in eighth grade math and reading revealed a dramatic drop across all ethnicities over the past four years as compared to the overall steady ten year rate of decline. High ability students (scoring in the 90th percentile and above) also dropped since 2020, with declining scores for students in the Black subgroup since 2012 (see Figure 1, Fordham Institute, NCES data).
(Source: Fordham Institute, 2023; NCES data, 2023)
The data represented in Figure 1 provides further evidence that in spite of research and programs and priorities, we are not closing the high achievement gap between racial subgroups, with Black and Hispanic subgroup scores 35 to 50 points lower than AAPI and White subgroups. How can schools act this year to address these persistent inequities? While the proposals are many, research suggests the need to act early and often to enrich and accelerate:
- Provide Universal Screening for high ability in early elementary, continuing throughout a child’s school career (Gonzalez & Jung, 2021; Valler et. al, 2017)
- Use multiple criteria including standardized assessments as well as nonverbal opportunities to reveal a variety of gifted abilities (Plucker & Callahan, 2014)
- Front-load academic skills and content in early childhood to all or underrepresented subgroups (Briggs et. al, 2008)
- Ensure opportunities for Talent Development and enrichment experiences across all groups (Gubbins, 2014; Reis et al., 2021; Renzulli & Reis, 2014; Siegle et al., 2016)
Education that meets the needs of gifted learners is not optional. State regulations specify that schools must provide, “… programming and services in which students’ specific learning needs and potential are appropriately addressed and met.” To meet this requirement, however, it is necessary to create a gifted programming ecosystem that seeks to awaken all students’ potential and challenge the advanced abilities of others.
Briggs, C. J., Reis, S. M., & Sullivan, E. E. (2008). A National View of Promising Programs and Practices for Culturally, Linguistically, and Ethnically Diverse Gifted and Talented Students. The Gifted Child Quarterly, 52(2), 131-145. https://www-proquest-com.ezproxy.neu.edu/scholarly-journals/national-view-promising-programs-practices/docview/212066780/se-2?accountid=12826
NAEP Long-Term Trend Assessment Results: Reading and MathematicsNAEP Highlights, Nation’s Report Card, June 2023, National Center for Education Statistics (NCES), within the U.S. Department of Education and the Institute of Education Sciences (IES). https://www.nationsreportcard.gov/highlights/ltt/2023/
Palacios Gonzalez, P., & Jung, J. Y. (2021). The predictors of attitudes toward acceleration as an educational intervention: Primary school teachers in Mexico. High Ability Studies, 32(1), 27-49. https://doi.org/10.1080/13598139.2019.1692649
Plucker, J. A., & Callahan, C. M. (2014). Research on giftedness and gifted education: Status of the field and considerations for the future. Exceptional Children, 80, 390–406. https://doi-org.ezproxy.neu.edu/10.1177/0014402914527244
Valler, E. C., Burko, J. A., Pfeiffer, S. I., & Branagan, A. M. (2017). The Test Authors Speak: Reporting on an Author Survey of the Leading Tests Used in Gifted Assessment. Journal of Psychoeducational Assessment, 35(7), 695-708. https://doi-org/10.1177/0734282916659209
Wise, Leslie R. Genius Move: Recognizing Gifted Potential Through a Project Based Learning Unit of Study. Northeastern University ProQuest Dissertations Publishing, 2023. 30317095. https://www.proquest.com/openview/87269f080d782ead14d2174ee01bcba9/1.pdf
Wright, Brandon L. More NAEP losses for high achievers—and how to reverse them. Fordahm Institute. June 27, 2023. https://fordhaminstitute.org/national/commentary/more-naep-losses-high-achievers-and-how-reverse-them
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