Exam results show Washington student progress lags

Washington fourth- and eighth-graders again scored higher than the national average this year on a closely watched national exam, the National Assessment of Educational Progress (NAEP). But they lost ground relative to other states, where scores in reading and math rose significantly since 2005, the last year the test was given.

Eighteen states posted increases in fourth-grade reading. Fourteen states and the District of Columbia saw math scores rise in both grades. Washington, however, was one of the states where scores stalled.

That lack of progress dampened reaction to the scores here, while nationally they were viewed as largely good news.

Overall, NAEP scores hit all-time highs in math, and in fourth-grade reading. Eighth-grade reading was higher than in 2005, but not the highest to date.

In Washington, however, fourth-graders scored 224 out of a possible 500 in reading, just one point higher than 2005, which wasn't statistically significant. In math, fourth-grade scores were also up one point. Eighth-grade scores were the same as two years ago.

The state lost the most ground in eighth-grade math. Two years ago, only two states had higher average scores (and another 14 scored about the same). This year, eight states scored higher, and about 20 scored about the same.

Superintendent of Public Instruction Terry Bergeson said she's happy other states are improving, but she wished Washington was leaping forward, too. She said she's most concerned about the fact that the achievement gap has widened between white and African-American students in fourth-grade reading and math.

"We just took a big step back this year," she said.

In math, the average score for white students in Washington was 248 this year, 26 points higher than the average of 222 for blacks. Two years ago, the difference was just 15.5 points. In reading, the gap was 23 points this year, compared with 16 points in 2005 and 14 in 2003.

The NAEP is given periodically to a representative sample of students in reading, math, science and a variety of other subjects. This year, a total of about 700,000 fourth- and eighth-graders from all 50 states plus the District of Columbia and Department of Defense schools were involved. Of those, roughly 3,000 were from Washington state.

NAEP is to the nation what the Washington Assessment of Student Learning (WASL) is to Washington — one exam that, whatever its limitations may be, is a common yardstick used to compare student achievement over time, and in different places. It often is referred to as "the nation's report card."

The exam also is used as a gauge to evaluate the rigor of state exams such as the WASL. If a state boasts high passage rates on its own exam, for example, yet its NAEP scores are low, that can raise questions about the rigor of the state exam.

The National Center for Education Statistics, however, cautions that state-to-state comparisons must take into account any changes in the makeup of a state's students, such as a large influx of students who are learning English. And some states exclude a higher rate of students in special education, or those learning English, than others.

President Bush heralded the national results as evidence that the federal law known as No Child Left Behind — which he has championed — is working.

They are sure to be used in the debates over the reauthorization of that law, which have already begun in Washington, D.C.

But in a news conference Tuesday, Darvin Winick, chairman of the National Assessment Governing Board, which sets policy for the NAEP, said it's impossible to say whether the increased scores are because of No Child Left Behind or any number of changes that states like Washington have made to their education systems. What's safe to say, he said, is that state and federal efforts to improve schools have had a positive impact.

The other good news was that the national achievement gap between white students and African-American students decreased in fourth-grade reading and eighth-grade math, although the NCES noted that the gaps still remain quite large. In eighth-grade reading, for example, the average score for white students was 270, compared with 244 for African Americans.

Linda Shaw: 206-464-2359 or lshaw@seattletimes.com