Proficiency test scores reveal extent of reading problems

The release last week of the proficiency test results of Ohio's fourth and sixth graders lets parents -- and communities -- know how well their own school district is doing and how their schools compare with others in the area and around the state. In the Mahoning Valley, the rate of passage ranges from the astonishing to the abysmal. Canfield, where 86 percent of fourth graders passed all five parts of the exam, was among the very top districts in Ohio -- double the state average. In reading, 74 percent of Canfield pupils can read at the "proficient" level, and 26 percent at the "basic" level. In contrast, only 13 percent of fourth graders in the Youngstown City School District passed all sections of the five-part exam. Fifteen percent read at the proficient or above levels; 43 percent at the basic level; and 43 percent scored below basic. In other words, more than 200 Youngstown fourth-graders cannot yet read at the most basic level.
But before parents rush to put their children into community schools, they should be aware that statewide, the reading achievement of fourth graders in Ohio's charter schools virtually mirrors Youngstown's scores. Clearly the highly touted charter schools fare no better than the most problem-plagued public schools.
For Canfield to score substantially higher than many of the state's truly wealthy districts -- Canfield is a "rich" district in the Mahoning Valley, but nowhere near the top statewide -- demonstrates what a well planned curriculum and a focus on individual achievement can accomplish.
Difficult challenges
Youngstown's situation is almost the reverse.
When a district has only a few pupils who cannot read at grade level, resources are generally adequate to give those children the special help they need to do better. But when more than 80 percent are reading at the very basic level or below, the challenges become almost insurmountable.
And as we have pointed out before, 86 percent of Youngstown fourth graders didn't suddenly become unable to read well in fourth grade. Teachers should have known since at least first grade that some of their pupils were lagging in reading ability.
With few exceptions, children who do not read at the basic level -- not proficient, just basic -- are not supposed to be advanced to fifth grade.
We certainly recognize that one test does not provide an entire picture of a child's educational attainment. Nonetheless, when a child cannot answer 64 percent of reading test questions correctly, school administrators must recognize that making parents happy by advancing the child does little for the child who is likely to fall further and further behind.
Instead of worrying about a fourth-grader's self esteem, we'd rather see a child who graduates at 19 instead of dropping out at 15 because he or she can't keep up.