The Heritage Foundation reports.
The U.S. Department of Education recently released the 2013 results of math and reading achievement for 12th graders on the National Assessment of Educational Progress. It’s hard to say what’s been achieved.
According to the NAEP—a standardized test often referred to as the nation’s “report card”—just 26 percent of the country’s 12th graders are proficient in math. Only 38 percent are proficient in reading. Those numbers are entirely unchanged since 2009, when the NAEP was last administered.
Notably, reading achievement was significantly higher overall in 1992 when the NAEP exam was first administered in reading. Forty percent of students were proficient in reading in 1992. The new NAEP scores confirm the outcomes found on the NAEP long-term-trend assessment, which has assessed reading achievement since 1971 and math achievement since 1973. Twelfth graders today perform no better in reading than high school seniors of the early 1970s.
So is spending on education the same today as it was in the 1970s?
Since the 1970s alone, inflation-adjusted federal per-pupil spending (part of the goal of which was to narrow achievement gaps) has nearly tripled.
The behemoth federal Department of Education filters all of this taxpayer money through more than 100 federal education programs, many of which are duplicative, most of which are ineffective. It’s no surprise then that this administration’s policies, which seem designed to increase program count and spending, haven’t moved the needle on achievement either.
The article has a graph showing that the biggest reason for this increase in costs is “Non-Teaching Staff”. I think that might be a problem. Maybe the task of education should be pushed down to the states or even local governments, where they can be more responsive to the needs of the customers?