Report: States set low bar for student achievement

Many states declare students to have grade-level mastery of reading and math when they do not, the Education Department reported Thursday.

The agency compared state achievement standards to the more challenging standards behind the federally funded National Assessment of Educational Progress.

State standards were lower, and there were big differences in where each state set the bar.

The Obama administration said the report bolsters its effort to persuade all states to adopt the same set of tougher standards for what students should know.

"States are setting the bar too low," Education Secretary Arne Duncan said. "We're lying to our children when we tell them they're proficient, but they're not achieving at a level that will prepare them for success once they graduate."

The federal government can't impose a set of standards, because education is largely up to states.

But Duncan noted he is offering millions of dollars in grants to encourage states to accept a set of standards being developed by the National Governors Association and Council of Chief State School Officers. The grants come from the federal stimulus law, which set aside $5 billion to push Obama's vision of educational reform.

While the standards are not yet final, every state but Texas and Alaska already has committed to work toward adopting them.

The head of the department's Institute of Education Sciences said the biggest concern should be the wide disparity in standards among the states. A student who is proficient in one state might not be proficient in another, the report said.

"Why are these performance standards so far apart, and why are expectations set so widely from one place to another?" IES director John Easton said.

House Education Committee chairman George Miller said a child's education should not be determined by zip code.

"If we are serious about rebuilding our economy and restoring our competitiveness," Miller, D-Calif., said, "then it's time for states to adopt a common core of internationally benchmarked standards that can prepare all children in this country to achieve and succeed in this global economy."

The report by the department's statistics arm compared state achievement levels to achievement levels on NAEP. It found that many states deemed children to be proficient or on grade level when they would rate "below basic," or lacking even partial mastery, in reading and math under the NAEP standards.

Among the findings:

- Thirty-one states deemed fourth-graders proficient in reading when they would have rated below basic on NAEP. Mississippi's standards were lowest, and Massachusetts' were highest.

- Seventeen states deemed eighth-graders proficient at reading when they would have rated below basic on NAEP. Tennessee's standards were lowest, and South Carolina's were highest.

- Ten states deemed fourth- and eighth-graders proficient at math when they would have rated below basic on NAEP. Tennessee's standards were lowest; Massachusetts had the highest fourth-grade math standards, and South Carolina had the highest eighth-grade standards.

In addition, the report said more states lowered standards than raised them from 2005 to 2007.

North Carolina state education official Lou Fabrizio said states face a dilemma because of No Child Left Behind, the 2002 federal law that prods schools to boost test scores to meet annual improvement goals.

States can set easier standards that ensure schools will meet the federally mandated goals, or they can set more challenging standards that help kids improve.

His state chose the latter, but Fabrizio said it was tough to explain that higher standards meant lower scores.

"That was a really difficult job for us to do and communicate to the public that students did not all of a sudden become very ignorant," he said.

North Carolina still has below-basic achievement standards for fourth- and eighth-grade reading.