Latest / Challenges of Faith Radio Program / Nations (Educational) Report Card: Ep 2812

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Nations (Educational) Report Card: Ep 2812 · Challenges of Faith Radio Program

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  Speaker 1: Welcome back to challenges of a radio program behind Gary
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  Speaker 1: McCants like your acknowledged guide and you are listeners. On
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  Speaker 1: episode twenty eight hundred and twelve, one third of eighth
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  Speaker 1: grade students scored below basic and reading. You know, it's
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  Speaker 1: been said that those who possessed the knowledge controlled those
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  Speaker 1: who do not. Frederick Douglass said, once you learn to read,
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  Speaker 1: you'll be forever free. The reading skills of middle and
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  Speaker 1: elementary school students of all skin stones in the United
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  Speaker 1: States has declined the COVID nineteen pandemic, according to a
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  Speaker 1: report that's been released by the National Assessment of Educational
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  Speaker 1: Progress from the National Center for Education Statistics. The nation's
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  Speaker 1: report card and the report card was conducted in twenty
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  Speaker 1: twenty four, and again it showed that one third of
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  Speaker 1: eighth grade students scored below basic in reading. And we're
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  Speaker 1: just a few days into February of twenty twenty five.
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  Speaker 1: The news is not good, said the group's commissioner, Peggy Carr.
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  Speaker 1: According to Thisociated Press, we're not seeing the progress we
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  Speaker 1: need to regain the grounds our students loss during the pandemic.
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  Speaker 1: The report is an educational assessment. The measures data and
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  Speaker 1: shows some progress on math at the elementary and middle
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  Speaker 1: school levels. At the state and district level where you
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  Speaker 1: aware of this report, parents, students, educators, politicians, mentors, education
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  Speaker 1: experts worry as American children are further behind and reading
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  Speaker 1: stagnant in math. More than half or fourth graders fourth
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  Speaker 1: graders a nationwide have not mastered reading at a profension
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  Speaker 1: level for their grade, and the share of students considered
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  Speaker 1: proficient is now two percentage points lower than two years earlier.
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  Speaker 1: New data from the National Assessment of Educational Progress shows
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  Speaker 1: The data shows that the majority of the nation's school
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  Speaker 1: systems have failed to master effect of reading instruction, ignoring
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  Speaker 1: not only how it should be taught, for example, proven science,
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  Speaker 1: but also the importance of engaging students with rich content
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  Speaker 1: and literature that stimulates the mind. You gotta remember now
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  Speaker 1: from a spiritual standpoint, you can break it down here
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  Speaker 1: on earth. That's what a battleground takes place in the
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  Speaker 1: mind and ensures that vocabulary and comprehension increase. Center for
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  Speaker 1: Education Reform founder and CEO Jane Allen told The Christian
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  Speaker 1: Post in a statement, when students are not reading on
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  Speaker 1: grade level by third grade, their lifelong choices are severely limited.
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  Speaker 1: One long term study found that when a student fails
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  Speaker 1: to meet this bar, they'refore times more likely to drop
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  Speaker 1: out of school. In fact, eighty eight percent of these
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  Speaker 1: dropouts were struggling readers in third grade. Added Mendy Sumbalom,
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  Speaker 1: I apologize for destroying your last name unintentionally of on
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  Speaker 1: your mark education. I want you to think about that. Listeners,
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  Speaker 1: ponder that in the midst of all topics you're listening
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  Speaker 1: to today in the news, wherever you happen to be,
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  Speaker 1: but specifically here in the United States, but in your country,
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  Speaker 1: take a look at it, but here in the United States.
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  Speaker 1: Released this week, the results of the NAEP A congressionally
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  Speaker 1: mandated tests designed to measure the general state of education nationally,
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  Speaker 1: paint a grim picture of student performance at both the
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  Speaker 1: fourth and eighth grade levels in reading and math. The
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  Speaker 1: data shows that average score is declined and reading at
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  Speaker 1: both grade levels. Among fourth graders, only thirty one percent
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  Speaker 1: of students were ranked at an naep proficient level, meaning
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  Speaker 1: they have demonstrated competency over challenging subject matter, including subject
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  Speaker 1: matter knowledge, application of such knowledge to real world, real world,
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  Speaker 1: real world situations, and analytical skills appropriate to the subject matter.
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  Speaker 1: Think about it, if the loving parent, if able or
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  Speaker 1: parents if able, are able to teach their child children
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  Speaker 1: about the realities of life. What one is going to
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  Speaker 1: face when they leave that home of love, if it
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  Speaker 1: was a home of love, to go out here in
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  Speaker 1: this real world, code and different world, struggling, meeting individuals
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  Speaker 1: and whatever their true motives are, and in fluence they
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  Speaker 1: will have over the mind of that youth. Think about
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  Speaker 1: the consequences here in America and what's been going on,
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  Speaker 1: What is going on whether you hear about in the
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  Speaker 1: news or you don't hear about it, And what's the motive?
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  Speaker 1: Who's suffering. The reading performance of fourth graders at this
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  Speaker 1: level is two percentage points lore compared to twenty twenty two,
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  Speaker 1: but not significantly different from nineteen ninety two when the
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  Speaker 1: first reading assessment was administer Most fourth grader sixty percent
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  Speaker 1: were at the NAEP basic level, meaning they only have
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  Speaker 1: partial mastery of their pre requisit knowledge and skills that
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  Speaker 1: are fundamental for performers at the NAP proficient level, and
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  Speaker 1: this level of mastery also reflected a two percentage point
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  Speaker 1: declined among fourth graders. Still, some forty percent of fourth
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  Speaker 1: grade students were found to be performing below the NAEP
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  Speaker 1: Basic level and reading in twenty twenty four, which is
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  Speaker 1: larger than the share of students who were ranked at
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  Speaker 1: this level in twenty twenty two. Let me ask you
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  Speaker 1: a question. You don't mind, do you? I'm just asking
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  Speaker 1: a question. Apart from the parents and the students learning,
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  Speaker 1: trying to learn, struggling to learn, wanting to learn, desiring
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  Speaker 1: to learn, what topics have the students been taught it's
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  Speaker 1: relevant to today, to their future, so that they exceed, excel,
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  Speaker 1: survive in this real world. Some eight percent of fourth
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  Speaker 1: graders were ranked at the NAEP Advanced level, which indicates
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  Speaker 1: superior performance beyond NAP Proficient. Among eighth grade students, thirty
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  Speaker 1: percent of students were ranked as NAEP proficient and reading
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  Speaker 1: for twenty twenty four, which was not significantly better than
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  Speaker 1: in twenty twenty two. Most eighth graders, sixty seven percent
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  Speaker 1: were ranked at the NAP basic level and reading, much
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  Speaker 1: lower compared to twenty twenty two. And You're Ready for
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  Speaker 1: It nineteen ninety two, thirty three percent of eighth graders
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  Speaker 1: ranked below the NAP Basic level, reflecting a larger share
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  Speaker 1: of students reading at the level compared to data from
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  Speaker 1: twenty twenty two. In nineteen ninety two, about four percent
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  Speaker 1: of eighth grade students were ranked at the NAEP Advanced level,
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  Speaker 1: which was not significantly different from twenty twenty two, but
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  Speaker 1: higher than the share in nineteen ninety two. Math performance
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  Speaker 1: Math performance among fourth graders showed a two point game
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  Speaker 1: between twenty twenty two and twenty twenty four, following a
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  Speaker 1: five point decline from twenty nineteen to twenty twenty two.
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  Speaker 1: Eighth grade scores of mathematics showed no significant change. Are
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  Speaker 1: you listening? What is the true causative factors? In a
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  Speaker 1: press statement, National Center for Education and Statistics Commissioner Peggy G.
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  Speaker 1: Carr agreed that the findings are caused for concern. Overall
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  Speaker 1: student achievement has not returned to pre pandemic performance. She said,
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  Speaker 1: when there are signs of recovery, they are mostly in
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  Speaker 1: math and largely driven by higher performing students. Lower performing
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  Speaker 1: students are strugglings, especially in reading. Associate NCEES Commissioner Daniel
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  Speaker 1: McGrath echo car sentiments. Nae P has reported declines in
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  Speaker 1: reading achievements consistently since twenty nineteen and to continued decline
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  Speaker 1: since the pandemic suggests we're facing complex challenges that cannot
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  Speaker 1: be fully explained by the impact of COVID nineteen, he said.
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  Speaker 1: Nicki Nelley, president of Parents Defending Education, said the latest
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  Speaker 1: results highlight a crisis in the American education system. This
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  Speaker 1: year's NAEP scores clearly show that the American education system
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  Speaker 1: is in crimets crisis. While many of these declines began
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  Speaker 1: before the pandemic, they were, without a doubt, exasperated by
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  Speaker 1: the extended school closers demanded by unions during COVID, Nelly said,
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  Speaker 1: while criticizing the returns of heavy government spending on education,
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  Speaker 1: over the past several years, schools around the country have
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  Speaker 1: turned into little more than taxpayer fund at babysitting centers
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  Speaker 1: primarily on social emotional well being, identity, politics, and self esteem,
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  Speaker 1: rather than teaching children core curriculum and ordered classrooms. It's
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  Speaker 1: a little wonder that chronic abstinutism rates have spiked as
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  Speaker 1: students perceive education to be optional, she argued. Our country
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  Speaker 1: has betrayed a generation of young learners and robbed them
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  Speaker 1: of opportunities, and it is imperative that we as a
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  Speaker 1: nation commit to refocusing the American education system on reading, writing,
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  Speaker 1: and arithmetic, as well as red prioritizing hard work and excellence.
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  Speaker 1: What's going on here in America? What's been going on
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  Speaker 1: in your home, in your neighborhood, and your city, your township,
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  Speaker 1: your county, your state, your school, what's been really going
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  Speaker 1: on that that child young adult as soon going out
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  Speaker 1: there in the real world, workaday world, educational world, whatever
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  Speaker 1: the world system they happened to go into, and can
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  Speaker 1: I read basic at the basic level. On January seventeenth,
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  Speaker 1: twenty twenty four, not twenty twenty five, ED Trusts put
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  Speaker 1: out the fallowing the literacy crisis in the United States
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  Speaker 1: is deeply concerning and totally preventable. Literacy is one of
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  Speaker 1: the major civil rights issues of our time. Our children's future,
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  Speaker 1: and our nation's democracy depends on us addressing this crisis now.
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  Speaker 1: Frederick Douglas said, once you learned to read, you will
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  Speaker 1: be forever free. And this was true in the nineteenth
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  Speaker 1: century when he was decryed and noticing that enslaved people
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  Speaker 1: lack the intellectual capacity to function as American citizens, and
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  Speaker 1: that statement still carries weight today. There's currently a literacy
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  Speaker 1: crisis happening in the United States, one that disproportionately affects
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  Speaker 1: students of color and that cannot be ignored. Literacy is
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  Speaker 1: one of the major civil rights issues of our time,
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  Speaker 1: and our children's future and our nation's democracy depends on
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  Speaker 1: us addressing it now. There's overwhelming evidence that nearly all
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  Speaker 1: children all children can learn to read, but in schools
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  Speaker 1: across the country, many students, especially students of color, students
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  Speaker 1: from low income background, multi lincoln learners, multilingual learners, and
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  Speaker 1: students with disabilities, are not yet skillful readers. The last
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  Speaker 1: year twenty twenty four, the National Assessment of Educational Progress
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  Speaker 1: in AEP which we've been talking about, the nation's report
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  Speaker 1: card show they're not even half forty three percent of
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  Speaker 1: fourth graders in the United States scored at or above
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  Speaker 1: a proficient level in reading, and for marginalized students the
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  Speaker 1: numbers are much worse. Just seventeen percent of black students,
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  Speaker 1: twenty one percent of Latino students, eleven percent of students
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  Speaker 1: with disabilities, and ten percent of multilingual learners can reproficiently
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  Speaker 1: buy the fourth grades that any child, let alone. The
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  Speaker 1: majority of children go to school without being taught to
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  Speaker 1: read is deeply concerned and it is and also completely preventable.
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  Speaker 1: There are five widely accepted components that are essential to reading.
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  Speaker 1: Are you listening? Phonemic awareness for non expluency, vocabulary, and comprehension.
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  Speaker 1: Think about that. Decades of research, decades of research so
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  Speaker 1: that when students receive explicit and systematic instruction across all
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  Speaker 1: of these domains, they will learn to read. And when
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  Speaker 1: students are given access to texts with rich, diverse characters
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  Speaker 1: and cultures, seeing people like themselves fully represent the school materials,
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  Speaker 1: they would become more engaged readers. You know that was interesting. Sidebary,
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  Speaker 1: I was speaking and listening to an individual who is
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  Speaker 1: I think he said, thirty nine of a different community,
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  Speaker 1: different culture. But he said here in the United States,
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  Speaker 1: when he was growing up and in school, he wasn't
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  Speaker 1: taught this topic, this topic, this topic, and now he's
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  Speaker 1: learning as an adult. He had just attended a breakfast
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  Speaker 1: doctor Martin Luther King's breakfast and I listened to him,
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  Speaker 1: and he was sincere and what he was sharing and
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  Speaker 1: I laid on him some other real world facts that
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  Speaker 1: has not been taught in school, and I was sharing
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  Speaker 1: with him. You know it was a time when it
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  Speaker 1: was you have one day to learn everything about the
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  Speaker 1: black community. Then it went into a week. Now it's
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  Speaker 1: gone into a month. But as I listened to him,
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  Speaker 1: none of that which I shared with him, he had
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  Speaker 1: knowledge about it, whether they were inventors or whatever the
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  Speaker 1: case may be. Leading up to the day, those who
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  Speaker 1: possessed the knowledge control of those who do not. I
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  Speaker 1: remember being invited to speak at a place of worship,
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  Speaker 1: and I was sharing with the congregation to always bring
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  Speaker 1: your bibles to church to go along, read along with
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  Speaker 1: what the person behind the pulpit is saying, because they
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  Speaker 1: could be seeing something totally different. And I later learned
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  Speaker 1: that the attendees did not know how to read. So
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  Speaker 1: why do we see staggering numbers of children, especially children
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  Speaker 1: of coloring children from low income backgrounds, without fundamental literacy
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  Speaker 1: skills in many districts In schools, outdated teaching methods and
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  Speaker 1: curricula that have been proven ineffective and even harmful are
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  Speaker 1: still being used. Adding to this problem is that too
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  Speaker 1: many teachers enter the professional without any training and evidence
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  Speaker 1: based reading instructions, which means they lack the knowledge the
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  Speaker 1: knowledge to effectively teach their students how to read, plus
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  Speaker 1: their unfounding and deeply intrenched ideas about how children learn
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  Speaker 1: to read that have had reverberating and far reaching impact.
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  Speaker 1: Are you listening to make things worse? The wave of
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  Speaker 1: states and district taking steps to restrict the teaching of
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  Speaker 1: different types of theories and censoring the waves race can
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  Speaker 1: be discussed in schools. This critillion they already limited degree
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  Speaker 1: of curricular diversity that is center in opening students hearts
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  Speaker 1: and minds and fuel their engagement and love of reading. Remember,
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  Speaker 1: from a spiritual standpoint, biblical the battle that's in the mind.
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  Speaker 1: This phenomenon of denying people, particularly black people, the right
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  Speaker 1: to read, is part of a long troubled history in
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  Speaker 1: our country. Anti literacy laws in the United States prohibited
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  Speaker 1: enslave and sometimes free black Americans from learning to read
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  Speaker 1: or write, although many enslaved people defied those laws at
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  Speaker 1: great personal risks, and when black communities created free people's
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  Speaker 1: schools after the abolition of slavery in eighteen sixty five,
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  Speaker 1: white Southerners responded by using violence to attack or destroy
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  Speaker 1: more than six hundred school houses. For nearly one hundred
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  Speaker 1: years after emancipation, literacy tests prevented poor, immigrant and formerly
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  Speaker 1: enslaved black Americans from registering to vote. We've come a
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  Speaker 1: long way, yet still have much farther to go. As
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  Speaker 1: scarcely as Douglas fought for abolition and the right to
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  Speaker 1: literacy two centuries ago, we must now push education leaders
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  Speaker 1: at every level to adopt policies and practices to ensure
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  Speaker 1: that every child learns to read and have access to
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  Speaker 1: diverse texts. Only then would children be completely free live
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  Speaker 1: the lives of their choosing, and our democracy would be
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  Speaker 1: free from the consequences that come from illiteracy, ignorance, and intolerance.
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  Speaker 1: Think about it, that's just reading, you know, our savior,
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  Speaker 1: the Lord Jesus Christ. Oh you thought maybe I was
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  Speaker 1: talking about the person that comes to your heart and mind.
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  Speaker 1: He started with his own community, leaders of your community,
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  Speaker 1: and yours and yours and yours and mine. If the
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  Speaker 1: reporter is applicable for all youth in the American system
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  Speaker 1: of the United States, that wouldn't it be reasonable and
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  Speaker 1: right for you to begin with your community and mine?
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  Speaker 1: So what are you going to do now that you
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  Speaker 1: got this report? What are you going to do? What
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  Speaker 1: are you really going to do? Do you really care.
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  Speaker 1: Do you really care that youth know if you're real
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  Speaker 1: or not, even if you really care about them, they know.
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  Speaker 1: The Scripture says in Proverbs chapter one, verse seven, the
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  Speaker 1: fear of the Lord is the beginning of knowledge. Fools
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  Speaker 1: despise wisdom and instruction. In Proverbs eighteen fifteen says an
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  Speaker 1: intelligent heart acquires knowledge, and the ear of the wise
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  Speaker 1: seeks knowledge,