12/19/13 5:12 AM EST
When the Baltimore City school district learned of its scores on the district version of the National Assessment of Educational Progress this week, the city hailed its success in reading as a positive sign: There was a 7-point jump in eighth-grade reading scores. Fourth-grade reading scores ticked up slightly, too.
Some 14 percent of fourth-graders scored at or above proficient in reading, also an indication of progress.
But the scores are tainted by one key omission: Seventy-four percent of eighth-graders enrolled in special education didn’t take the reading test. And since special ed students tend to score poorly, Baltimore’s scores on the Trial Urban District Assessment were inflated significantly, testing experts say. Continue Reading →