most of this would be solved by using family wealth/income as the sorting variable.
it was bracey's last stand:
The problem is poverty: Evidence from Gerald Bracey
Stephen Krashen
The entire basis for the national standards/testing movement is our low scores on international tests when compared to other countries. Our scores, however, are only low because we have such a high percentage of children in poverty, compared to other countries that participate in international tests. When we consider only middle-class children who attend well-funded schools, our math scores are near the top of the world (Payne and Biddle, 1999).
Here is another analysis, using reading test scores, that comes to the same conclusion. The PIRLS test was given to ten year olds in 35 countries in their own language. Bracey (2009) presented this data, along with relevant socio-economic data on the poverty level of the schools American children attended (defined as participating in free or reduced price lunch programs):
American students attending schools with
- less than 10 percent in poverty averaged 589 (14% of students).
- 10-24.9% in poverty averaged 567 (20% of students)
- 25 to 49.9% in poverty averaged 551 (30% of students)
- 50 to 74.5% in poverty averaged 519 (21% of students)
- 75% or more in poverty averaged 485 (15% of students)
Clearly, students in schools with lower levels of poverty did better. Of great interest to us is the fact that American children attending low poverty schools (25% or less) outscored the top scoring country, Sweden (561). Bracey also points out that "if the students in schools with 24-49.9% poverty constituted a nation, it would rank fourth among the 35 participating nations" (p. 155).
The problem is poverty, not our teachers, our unions, the parents, or the children. The solution is to protect our children from the disadvantages of poverty, through health care, nutrition, and access to books. Geoffrey Canada claims that his approach is to attempt to do just that in the Harlem Children's Zone schools (NY Times, October 12, 2010; but see Krashen, 2010a,b).
Thus far, the Arne Duncan department of education has chosen to ignore this route (while praising the Harlem Children's Zone), and spend billions on useless national standards and national tests, focusing on measuring rather than helping.
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