Sagging SAT Scores: More Rigor? More Tools? Both?

According to a recent report, average SAT reading scores for students who graduated in 2012 are at their lowest since 1972. This means that only 43% of those test takers demonstrated the knowledge and needed to successfully tackle college-level work. (Condensed press release)

In response, College Board President Gaston Caperton called for more rigor in high school courses. Sounds good. But I can't help but wonder: if fewer than 50% of students taking the SAT aren't making the cut now, how is more rigorous courses going to help them?

The report noted that the 2012 group represented the most diverse population of test takers in history. Almost half were minority students, and approximately 25 percent could be categorized as ESL (English as a Second Language) students or ELL (English Language Learners) students, meaning they grew up in homes in which English was not the primary language. Is it possible some of these students run up against a language barrier or concept barrier on the test? Do these students have the opportunity to take the test in their primary language is they so desire? I know the SAT is well-known for its reliability and validity, but does it truly take into consideration the melting pot status that the Unites States now owns? I don't know the review process; just thinking out loud.

Most of my teaching experience is at the middle school level. I can't tell you how many 6-8 grade students struggle with reading, for whatever reason. Those struggles don't automatically go away when they hit high school. For students who are learning English as a second language, all the confusion doesn't magically disappear in 9th grade.

That is why I am such an advocate of incorporating reading instruction in every course and at every grade level. Around the 6th grade, if not sooner, reading instruction switches from learning to read to reading to learn. And that transition needs to take place. But reading instruuction still needs to play a big role in the classroom. Secondary-level teachers typically receive one college course on teaching reading in the content areas. Most of those teachers earn course credit and never give it a second thought because they teach "math" or "social studies" or "history." Reading instruction has a place in all of those content areas. (See my previous post). What would happen to those SAT scores if teachers - regardless of their content area - were required to incorporate reading instruction into their lessons. What if doing so were part of their evaluation? (GASP!!) So many resources are out there to help teachers do this (including the school reading specialists). Let's take advantage of them!

More rigorous courses is certainly a step in the right direction, but let's also give our students the tools they need to tackle those courses.

Thanks for reading ... it keeps your Mind Full of Literacy!