Twelfth Grade Math Scores Are Worst Ever, Thanks To 'Equity'

The U.S. Department of Education recently released test results from the National Assessment of Educational Progress, revealing that American high school seniors’ math and reading scores have reached a new historical low. According to The Wall Street Journal, the average math score for twelfth-graders is the worst since the current test began in 2005, while reading scores are at their lowest since the assessment started in 1992. Only 35 percent of high school seniors are proficient in reading, and a mere 22 percent in math, marking a troubling trend in educational outcomes.

Research indicates that extended school closures and remote learning during the COVID-19 pandemic, largely influenced by teachers’ unions, have significantly contributed to the learning loss students are experiencing today. However, declines in reading and math scores were evident prior to the pandemic, with school closures exacerbating an already alarming trend. Critics argue that progressive education policies that undermine merit and promote ideological indoctrination over substantive learning are at the root of these troubling test scores.

The Impact of Progressive Policies

In the pursuit of “Diversity, Equity, and Inclusion (DEI),” (Www.ed — ed.gov) many progressive policies have challenged the concept of merit in education. Examples include race-based affirmative action in college admissions and the removal of merit-based admissions to elite high schools, framed as necessary to eliminate perceived barriers for minority students. Following George Floyd’s death in 2020, the campaign against meritocracy intensified, leading to significant changes in grading systems and admissions policies across various school districts.

For instance, the San Diego Unified School District altered its grading system to prevent teachers from considering classroom behavior or homework submission, aiming to align with its goal of becoming an “anti-racist school.” (Www.ed — ed.gov) Similar actions have been seen in Boston, Virginia’s Fairfax County, and San Francisco, where merit-based admissions have been removed from prestigious high schools. Critics argue that these measures do not address educational performance disparities but instead mask the underlying issues.

Ideological Indoctrination and Discipline Issues

Another concern is the emphasis on ideological indoctrination over essential foundational knowledge and critical thinking. The concept of “woke math,” (Www.ed — ed.gov) influenced by Critical Race Theory, has emerged, with some educators focusing on dismantling perceived racism in math instruction. For example, the Oregon Department of Education has instructed math teachers to address “white supremacy culture” in their classrooms by deemphasizing the importance of getting the “right” answer.

California’s new math curriculum framework has also faced criticism for limiting access to advanced math courses, with over 700 educators and scientists expressing concern that such changes could jeopardize the future of STEM education in the state. Additionally, progressive approaches to discipline have shifted away from traditional measures, with many schools adopting restorative practices that have been criticized for failing to address disruptive behaviors effectively.

Despite efforts to promote equity in education, the decline in test scores indicates that these progressive policies may be undermining the very students they aim to support. As schools continue to grapple with the consequences of these changes, the need for a reevaluation of educational strategies is becoming increasingly urgent. Without a shift away from these policies, the stagnation or regression in student performance is likely to persist, leaving many young people unprepared for the demands of a rapidly changing economy.