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Meanwhile the data, along with the analysis from Harvard’s Paul Peterson, Hoover Institution fellow Eric Hanushek and Ludger Woessmann of the University of Munich, confirms what has been evident for some time. Just 49 percent of high seniors from college-educated homes read at proficient and advanced levels, according to the 2013 National Assessment of Educational Progress, a mere three percentage points higher than in 2002; average scale scores for seniors from college-educated homes increased by a mere three points within the past 11 years. While some education researchers such as Tom Loveless of the Brookings Institution may want to argue that the PISA data is irrelevant because it supposedly doesn’t reflect what American kids are learning in school, the fact that kids from highly educated households (as well as kids whose parents are high school dropouts) are not performing well makes such theorizing seem silly.
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