The national average American College Testing (ACT) score for 2022 high school graduates fell to 19. 8 out of 36 in 2022, the lowest average score recorded in over 30 years, and Arizona did not escape this decline either. Arizona’s average score was 18.4 in 2022, over a point worse than last year, and ACT CEO Janet Godwin called the downward movement alarming.
“The magnitude of the declines this year is particularly alarming, as we see rapidly growing numbers of seniors leaving high school without meeting the college-readiness benchmark in any of the subjects we measure,” said ACT CEO Janet Godwin.
As disruptive as the 2020/2021 academic year was, it led to many positive educational changes that will be transformative and long-lasting. Most notably, parents have been re-empowered to take back the reins of their children’s education from government bureaucrats and teachers unions. Frustrated by school closures and district “Zoom schooling,” families fled public schools in droves over the past year, and there are several signs that these families won’t be returning this fall.
According to an analysis by Chalkbeat and the Associated Press, public school enrollment fell by an average of 2.6 percent across 41 states last fall, with states such as Michigan, Maine, Vermont, and Mississippi dropping by more than 4 percent. These enrollment declines far exceeded any anticipated demographic changes that might typically alter public school enrollment.
How many of these students will be back in a public school classroom next year? Not as many as public school officials hoped.
Our K-12 schools are organized more like a swim meet than a swim lesson. The emphasis is on student placement results rather than on ensuring all students learn. Students move on to the next lesson, concept, or skill regardless of whether mastery was achieved at the previous level.
Donald P. Nielsen explains this analogy in Every School: One Citizen’s Guide to Transforming Education:
In a swimming meet, the purpose is to determine who is the fastest swimmer. In public schools we spend a lot of time grading students on what they have learned and then ranking them, rather than ensuring that every child has learned. What we need, however, is a public school system that is organized like a swimming lesson. In a swimming lesson, the instructor’s goal is different. The goal is to make sure all students, even the slowest, learn how to swim. Swimming meets can be a result of swimming lessons, and grading can be a result of learning, but ranking students by ability should not be the primary goal of teachers or of the system as a whole.
In swimming, as in any other athletic or artistic endeavor, classes are grouped based upon the current achievement level of the students, not based on age. A swimming coach would never consider putting advanced swimmers and beginning swimmers in the same class, even if they were of the same age. Similarly, a music teacher would not put an advanced piano player in a class with beginners…. Age is not a relevant factor in either swimming or piano lessons, but it is the overriding factor in our schools. No other major learning activity is strictly age-based. Our schools shouldn’t be either.
The University of North Carolina, after briefly considering the possibility of offering a full-time tenured position to Nikole Hannah-Jones, has ultimately reneged and turned down the offer due to mounting pressure, the New York Post reports.
Jones, the founder of the controversial “1619 Project” and an alumnus of the university, is now reportedly being considered for a mere five-year contract where she would instead serve as a “professor of practice.” The decision was ultimately made by UNC’s board of trustees, even though the left-wing faculty of the university overwhelmingly supported hiring her full-time.
Susan King, dean of UNC’s Hussman School of Journalism and Media, called the decision “disappointing” and “chilling,” before baselessly claiming that Jones “represents the best of our alumni and the best of our business.”