Philip Greenspun’s Weblog

The latest National Assessment of Educational Progress scores are out and American public school students are doing worse than ever. “American Children’s Reading Skills Reach New Lows” (NYT):

In the latest release of federal test scores, educators had hoped to see widespread recovery from the learning loss incurred during the Covid-19 pandemic.

Instead, the results, from last year’s National Assessment of Educational Progress, tell a grim tale, especially in reading: The slide in achievement has only continued.

The percentage of eighth graders who have “below basic” reading skills according to NAEP was the largest it has been in the exam’s three-decade history — 33 percent. The percentage of fourth graders at “below basic” was the largest in 20 years, at 40 percent.

There was progress in math, but not enough to offset the losses of the pandemic.

Recent reading declines have cut across lines of race and class. And while students at the top end of the academic distribution are performing similarly to students prepandemic, the drops remain pronounced for struggling students, despite a robust, bipartisan movement in recent years to improve foundational literacy skills.

“Our lowest performing students are reading at historically low levels,” said Peggy Carr, commissioner of the National Center for Education Statistics, which gives the NAEP exam. “We need to stay focused in order to right this ship.”

There is even worse news for this failing government-run enterprise (the per-state results don’t include private school kids, though the national results include some):

But the tumult of the new presidential administration may threaten that focus. The federal test scores began to circulate on the same day that many educators across the country fell into panic as they tried to discern how a White House freeze on some federal funding would affect local schools.

Our worst fear is that new bureaucrats might disrupt the proven-to-fail system.

I’ve surveyed a bunch of news articles about these scores and nobody seems to be willing to consider the possibility that a falling average IQ among Americans is primarily responsible for the drop in scores that are correlated with IQ. IQ is correlated with income and we have policies designed to ensure that America’s lowest income residents produce the most children (chart showing the effect of free family-sized housing for those who don’t work vs. brutal price competition for family-sized housing among the working- and middle-class (rich people can afford big houses so they have plenty of kids, but there aren’t too many rich people in the U.S. so the effect on demographics is small)):

In addition to encouraging our least productive and least conscientious natives to have more kids we’ve been aggressively importing humans from societies that have IQs lower than the previous U.S. average of 100. Examples, in alphabetical order (source):

• Afghanistan: 82
• Haiti: 81
• Mexico: 88
• “Palestine” (Rashida Tlaib): 78
• Syria: 74
• Somalia (Ilhan Omar): 68
• Venezuela: 83

IQ depends partly on education and environment, so presumably a Somali who grows up in Minnesota will have a higher IQ than one who grew up in Somalia. On the other hand, IQ is heritable so the children of immigrants from low-IQ societies, who make up an ever-increasing percentage of American K-12 students, can’t be expected to reach the previous American average.

Put another way: Suppose that Americans had an explicit goal of reducing average IQ in the U.S. What would the government do differently from our welfare state and immigration policies of the last 30 years?

I’m not sure if lower IQ is a better explanation than screen time, coronapanic, and unionized teacher apathy, but it seems worth including on the list of possibilities. (Coronapanic doesn’t seem to be explanatory because #Science-denying states with 2-month school closures, e.g., Florida, experienced similar test score declines to states with #Science-informed 18-month school closures (a little complicated to compare data across years because Florida has a recently introduced lavish school choice program in which parents of any income level can get $8000/year to send a child to private school).) Perhaps we’re unfairly blaming school systems and teachers when the decline in output is attributable to the decline in input. As Harvard President-turned-Professor Claudine Gay originally noted, “The fault, dear Brutus, is not in our stars, But in ourselves”.

Related:

• “Assessing the intellectual ability of asylum seekers” (Int J Dev Disabil. 2017): “there are theoretical reasons to suppose that if an individual comes to a developed country from a developing country, his/her measured IQ and true intellectual ability will increase. Both the individual’s health and diet may improve, they may be exposed to a more scientific/logical way of thinking (Flynn 2007) and they may get a better education. The evidence for whether this happens or does not happen is very scant.”