In America’s high schools, test scores are stagnant while graduation rates are soaring. How can both be true? A December press release from the Department of Education may have the answer [emphasis mine]:
U.S. students are graduating from high school at a higher rate than ever before, according to data released today by the U.S. Department of Education's National Center for Education Statistics. The nation's high school graduation rate hit 82 percent in 2013-14, the highest level since states adopted a new uniform way of calculating graduation rates five years ago.
Sadly, rising graduation rates do not necessarily indicate improved academic achievement. They simply signal a lower threshold for graduation. This trend is evident in Pennsylvania, where statewide graduation rates are slightly higher than the national average despite poor performance on several measures of academic progress.
Robert Pondisco, a senior fellow at the Thomas B. Fordham Institute, weighed in on the disconnect between graduation and attainment:
Regarding the recent spike in graduation rates, good luck figuring out what it stands for. Not improved student proficiency, certainly. There has been no equally dramatic spike in SAT scores. Don’t look for a parallel uptick on seventeen-year-old NAEP, better performance on AP tests, or the ACT, either. You won’t find it. The only thing that appears to be rising is the number of students in need of remedial math and English in college. And the number of press releases bragging about huge increases in graduation rates.
There’s nothing inherently wrong with tracking graduation rates, but it would be foolish to ignore classroom outcomes and blindly conclude that public schools are moving in the right direction. Policymakers, school boards, and school administrators must dig deeper—especially in the commonwealth, where lawmakers are poised to delay more challenging graduation requirements.