Illinois Schools Rated Commendable, But Achievement Lags

Recent evaluations reveal that over 80% of Illinois public schools have received ratings of “commendable” or “exemplary” in the latest annual Illinois School Report Card. This statistic, however, has drawn criticism for potentially misrepresenting the actual academic performance of students across the state. The situation raises questions about the criteria used to define success and the implications for local communities.

The standards for achieving “commendable” status are notably low. Schools only need to graduate 67% of their students and perform better than the lowest 5% of schools to earn this designation. Critics argue that such metrics obscure the reality of educational shortcomings, particularly in rural areas where many students fall significantly below state averages in subjects like math.

The lack of rigorous journalism covering these educational assessments is also a concern. With diminishing local newspaper resources, there’s less scrutiny on school board meetings, meaning that superintendents may not face adequate pressure to address poor student performance. As a result, parents may incorrectly assume that a “commendable” rating indicates that their children are receiving a solid education, when in fact, they may be struggling.

Illinois public schools rank just above the middle in national achievement averages. Yet, when compared internationally, the outlook is even less favorable. According to the Program for International Student Assessment (PISA), American students aged 15 scored an average of 465 in math on a 1,000-point scale in 2022. This score is notably below the averages of other developed nations, with South Korean and Singaporean students scoring between 527 and 575 points.

To provide context, China participated selectively in the 2018 PISA assessment, achieving a score of 591 points. The educational culture in China emphasizes high achievement, with students often attending classes on Saturday mornings, as observed by former visiting professor at Fudan University, Jim Nowlan. He noted the commitment of Chinese parents, who would likely protest if their children were not allowed to attend school on weekends.

The educational landscape in the United States faces significant challenges. Since Xi Jinping came to power in 2012, China has significantly increased its higher education enrollment and now produces more peer-reviewed scientific articles than any other country, as reported in the journal Nature. This focus on education aligns with China’s ambition to regain its historical status as a global leader, a goal that is increasingly difficult for the U.S. to contest.

Nowlan suggests that America should adopt an urgent approach to education, emphasizing that it is the foundation of both economic success and national security in the digital age. He argues that misleading reports of educational achievement do not serve the interests of students or communities. Political leaders, he insists, must provide a clear and honest assessment of the current educational state.

There is also an opportunity to enhance the teaching profession in the U.S. Many talented individuals from prestigious institutions are not pursuing careers in education due to concerns over job stability in an evolving job market. Creating a more respected and attractive teaching profession, similar to models in Finland and Japan, could help address this issue.

In conclusion, the focus should shift from celebrating superficial achievements to striving for genuine educational excellence. Recognizing the shortcomings in American education is essential for fostering a system that truly prepares students for the future, rather than merely patting ourselves on the back for meeting low standards.