They’ve turned out robots instead of critical thinkers. They are restricting school choice, harming millions of kids. Not one accomplishment on behalf of the students since it was created. The NEA and Teachers Unions are going strong and pay themselves well for incompetence though.

The New York Times reported December 4 that math and science test scores for U.S. fourth and eighth graders have been essentially stagnant since 1995. Nor have they have been stagnant near the top — lots of countries outrank us — but rather in the middling middle. American elementary/middle school students perform behind Singapore, Taiwan, South Korea, Japan, England, Ireland, and Poland.

“’This is alarming,’” opined a Department of Education commissioner.

Yes, it is, but perhaps not just for the reasons the article identifies.

The spin of the article is that scores are down and American kids have lost significant ground as a result of the pandemic. Author Dana Goldstein says the results corroborate “a large body of research showing significant academic declines since the Covid-19 pandemic began.” “Experts are debating potential causes,” reports Goldstein, including maybe the fact that American public schools were shuttered comparatively longer than in other countries.

Let me argue that spin is far too limited and selective.

While the “experts” debate, American kids continue to move through the public-school industry, advanced perhaps more for social promotion than mastery of skills. Eventually, they’ll hit college where freshman year will be spent in math remediation before they can undertake a required general education math or science course. I know. I worked as an associate dean at a private, tuition-driven Catholic university. One year, a fifth of the freshman class was in math remediation prior to regular college-level math classes.

You can argue the young people shouldn’t be admitted and it’s not a college’s role to make up deficiencies in elementary and secondary schooling. But somebody’s got to do it. These kids relied on what their schools told them, credentialing them with diplomas after going through multiple “proficiency tests” (that more often were “teaching to the test” than teaching). At some point, somebody’s actually got to teach them.

More here including how Covid held back public but not private schools