Bibliographic Details
| Title: |
When Schools Try to Cover Up Their Failures. |
| Authors: |
Riley, Jason L. (AUTHOR) |
| Source: |
Wall Street Journal - Online Edition. 6/17/2026, pN.PAG-N.PAG. 1p. |
| Subjects: |
Standardized tests, Teacher effectiveness, Academic achievement, Academic fraud, Higher education, Educators, Educational change, Grade repetition |
| Geographic Terms: |
United States |
| Abstract: |
The article focuses on challenges in the U.S. K-12 education system, highlighting concerns about social promotion, grade inflation, and efforts to eliminate standardized testing as ways to avoid adult accountability. It notes slight improvements in math and reading scores among 9-year-olds post-pandemic but stagnant results for 13-year-olds, with many students lacking basic proficiency. Investigations reveal pressure on teachers to pass students regardless of performance, contributing to a workforce with declining literacy and numeracy skills. The article critiques popular reform proposals such as smaller class sizes and diversity hiring, emphasizing that teacher quality is more critical to student outcomes. It also links K-12 shortcomings to problems in higher education, arguing that standardized tests remain essential tools for measuring educational effectiveness and equity. [Extracted from the article] |
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| Database: |
Regional Business News |
