NAEP Writing Results: Basic is Not Enough

Results of the 2007 National Assessment of Education Progress (NAEP), the Nation’s Report Card writing test are now in. The April 4, 2008 Baltimore Sun article, “Tests show low writing proficiency” by Nancy Zuckerbrod highlights the findings of the assessment given to a sample of eighth and twelfth grade students nationwide. Results were compared to the 1998 and 2002 (the last time the test was given) data. I accessed this data at

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008468.

The article discusses the difference between male and female scores, noting that girls once again preformed better than boys. I agree that boys too are just as capable of writing, but this “gender gap” is evidence that educators and society have been guilty of being unable to break down the stereotypes that girls excel in language arts while boys may shine in other subjects. I believe that both boys and girls will develop a positive attitude towards writing when they are exposed to it at an early age. Additionally, teachers must use a variety of texts in order to engage all learners. Students will undoubtedly be turned off to a subject and are more likely to perform lower when they have little interest in developing their skills in that area.

Both the article and NAEP executive summary seem to take a celebratory tone toward the overall increases in the test results. While the scores are moving in the right direction and that is a good thing, I find it appalling that after five years the numbers are not higher. Students need to be proficient, which as the article suggests is also the goal of policy makers. However, only 33% of eighth graders and 24% of twelfth graders achieved proficient or higher scores. Putting aside all debates over standardize testing; these numbers are simply not enough. It is unacceptable for our students to be basic; unable to compose different pieces of prose, lack writing mechanics and grammar.

As an elementary teacher in Baltimore City, I see this deficit on a daily basis. It is unnerving to watch my students struggle with writing. Although my school and fellow educators realize the necessity of writing, instruction in this area has taken the backseat to tested subjects such as reading and math. In order to prepare students for the MSA, our team decided to cut language instruction for several months in favor of spending more time on explicit instruction of BCRs (brief constructed responses). Although students were encouraged to use proper mechanics and grammar, we as teachers were asked to not spend too much time on this since it is not graded on the MSA. From an early age the focus is so strong on math and reading, it seems there is less and less time to incorporate writing. Without the chance to participate in writing activities at a young age, students become more and more turned off and the task of writing becomes more and more challenging. It seems today that a subject is only valued if it assessed. In order to help our students succeed at writing, we cannot wait until eighth grade. However, in this day in age, perhaps the only way for schools to include purposeful writing instruction is to test it.