Tests reveal American schools have long way to go.

The nation's focus on elementary schools over the past decade is revealing itself on the latest state and national tests in reading and math while middle and high schools still struggle to close achievement gaps between poor and minority children and white and more affluent peers.

"The focus has been about the elementary grades, to get them early, like immunization," said The Education Trust Director Kati Haycock, in a recent teleconference about the study. "But in truth, education is not like immunization. Education is more like nutrition. You have to get it right early and keep getting it right."

The Education Trust's report, Primary Progress, Secondary Challenge: A State-by-State Look at Student Achievement Patterns, shows in part that while many students were reaching proficiency on their state's grade-level standards between 2003 and 2005, they were not reaching them on the National Assessment of Educational Progress, forcing educators to question the rigor of state tests and standards. Only 29 percent of the nation's eighth graders are proficient in reading and math on NAEP, but most states report much higher proficiency rates on their own tests.

"If there are huge differences, especially where states are reporting higher proficiency levels on NAEP ... then there is reason to be doubtful," Haycock said. So the question becomes: "'Is our state expecting enough from our kids?'"

Education Trust's Senior Policy Analyst Daria Hall, lead author, said that states are making progress, but they need to accelerate gains for low-income and minority students.

In Mississippi, Idaho and South Dakota, for example, they show that at least 87 percent of students are proficient or above on state assessments for elementary reading in 2005. However, only 18 percent to 33 percent of students were proficient or higher on the NAEP fourth grade reading section. "The overwhelming message ... is we need to be asking more of our kids," she said.

As Urban Students Turn Uber

Although The Education Trust's report shows discrepancies between state test results and the National Assessment of Educational Progress results, urban school achievement in reading and math continues to climb in both tests.

The new annual study released by the Council of Great City Schools called Beating the Odds, shows that students in 66 major cities in 38 states posted new gains in fourth- and eighth-grade math and reading on state assessments in 2005.

And for first time, the study compared state and NAEP test scores, which show parallel upward achievement. The gap between white and Hispanic students in fourth-grade math narrowed by more than 71 percent, and by about 57 percent in eighth grade. And reading gaps narrowed by 85 percent between white and black fourth graders and narrowed by 63 percent in eighth grade.

"The urban NAEP gains mirror the gains we are seeing on state tests; NAEP does not negate them," says Michael Casserly, the council's executive director.

The American Legislative Exchange Council affirmed the principles of No Child Left Behind in stating that the law is about closing the achievement gap. "Today, that commitment is paying off. Test scores are rising and more minority students are catching up to their peers than ever before, especially in early grades."

THREE FORMS OF ACTION:

1. Put all kids in rigorous high school courses

2. Make literacy an increasing priority in high school

3. Place more experienced teachers with students who are most in need, instead of putting the newest teachers with the toughest kids.

Source: The Education Trust

Fast Fact

According to the Center on Education Policy's survey of U.S. school districts, about 16% of all schools and 20% of all school districts did not make adequate yearly progress based on 2004-05 testing.

Source: Center on Education Policy, www.cep-dc.org