The Obvious Question

Education |
By Susan Pendergrass | Read Time 2 minutes minutes

My dad used to ask me: If everyone else jumped off a cliff, would you do it too? The 2022 scores on the Nation’s Report Card were just released and the results in both reading and math were dreadful. And yet, I know that when Missourians read that 7 in 10 of our 8th graders are below grade level, they’ll ask, “But what about every other state?” Sure, we’ve gone off a cliff and are about to hit the rocky shore below, but presumably others are freefalling as well.

For the record, here is how Missouri’s scale score (a 0–500 scale for reading and a 0–300 scale for math) on each of the four assessments compares to the U.S. average. Missouri’s 4th-grade reading score dropped by 5 points between 2019 and 2022. The national 4th-grade reading score dropped by 3 points. Missouri’s 4th-grade math scores dropped by 6 points (nationally—5 point drop). Missouri’s 8th-grade reading scores dropped by 6 points (nationally—3 point drop). Finally, Missouri’s 8th-grade math scores dropped by a whopping 9 points, compared to a national drop of 8 points. In summary, Missouri’s decline was worse on all accounts.

Twenty five states had smaller declines in 4th-grade reading, and 28 did in math. The 8th-grade results are worse; 39 states had smaller declines in reading, and 30 did in math. A handful of states had score gains here or there or declines of just a point or two in their scale scores.

So, if it really matters whether Missouri did badly on its own or worse than other states—the answer is both.

About the Author

Before joining the Show-Me Institute, Susan Pendergrass was Vice President of Research and Evaluation for the National Alliance for Public Charter Schools, where she oversaw data collection and analysis and carried out a rigorous research program. Susan earned a Bachelor of Science degree in Business, with a concentration in Finance, at the University of Colorado in 1983. She earned her Masters in Business Administration at George Washington University, with a concentration in Finance (1992) and a doctorate in public policy from George Mason University, with a concentration in social policy (2002). Susan began researching charter schools with her dissertation on the competitive effects of Massachusetts charter schools. Since then, she has conducted numerous studies on the fiscal impact of school choice legislation. Susan has also taught quantitative methods courses at the Paul H. Nitze School for Advanced International Studies, at Johns Hopkins University, and at the School of Public Policy at George Mason University. Prior to coming to the National Alliance, Susan was a senior policy advisor at the U.S. Department of Education during the Bush administration and a senior research scientist at the National Center for Education Statistics during the Obama administration.

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