AFT executive vice president Antonia Cortese says the science results “tell us there is much more work to be done in our nation’s urban schools. Laws like NCLB are narrowing the education curriculum to the point that crucial subjects are in danger of being left behind.” For now, NCLB only requires testing in math and reading. Cortese points out that the concerted focus on reading—stimulated at least in part by NCLB—has led to the continuous improvement of NAEP reading scores among urban students. Because this is the first urban sample in science, there is now a way to compare urban achievement trends in that subject. These scores will serve as a baseline for future comparisons.

The science results prompted at least one group, the Council of the Great City Schools, to call for the establishment of national standards not only in science but also in reading and math. “Many of the districts now have their instructional programs so tightly aligned with the state assessments that they are lacking the rigor that NAEP rightly assesses,” says Michael Casserly, who heads the council, which represents the nation’s largest public school systems. “The nation’s urban schools call on our national policymakers to develop and adopt national standards and require that states tie their tests to them.”

In many of the systems in the science trial (Atlanta; Austin, Texas; Boston; Charlotte, N.C.; Chicago; Cleveland; Houston; Los Angeles; New York City; and San Diego) the AFT represents teachers and other educators. Cortese emphasizes that the AFT has consistently described the elements of “what works,” including research-based programs, more instructional time, ongoing support and adequate funding—and those elements apply to any area of the curriculum.

The scores, which are from the 2005 NAEP and include fourth- and eighth-graders, show large variations among the 10 districts. In fourth grade, for example, the average national score was 149 (out of 300). The urban scores ranged from 147 in Austin to 126 in Chicago and Los Angeles. Among eighth-graders, where the national average was 147, Austin students again were at the top, with 144, while Atlanta’s 117 was the lowest. The report includes an important caveat regarding these scores. The number of students excluded from the sample because they were classified as special education or English language learners, ranged from only 3 percent of fourth-graders in Charlotte to 9 percent in Austin. The national exclusion rate is 3 percent.

“Comparisons of achievement results across districts should be interpreted with caution if the exclusion rates vary widely,” the study’s authors note.

In her comments on the test results, Cortese strongly emphasizes the need to maintain a focus on “what really makes a difference in education.” In addition to the elements noted above about what works, we need highly qualified teachers, smaller class sizes, and testing that is aligned with strong standards and curricula. “Urban communities face daunting challenges,” Cortese points out. “All of our students should be given the chance to live up to their potential. Those hard-working educators who serve these children remain committed to that goal.”

More information on the NAEP trial urban assessment in science or other NAEP results are available at nationsreportcard.gov.