This is another head-scratcher.
The National Council on Teacher Quality just ranked California’s reading licensure test, the Reading Instruction Competence Assessment (RICA), among six of 25 tests considered “strong assessments.”
The tests are used to make sure budding teachers are capable of teaching reading.
ELA is English Language Arts.
Here’s the council’s definition: “Strong tests go beyond the criteria to be considered acceptable. ... Tests designated as strong also assess an average of at least 75% of the topics identified within each component, in addition to addressing how to support struggling readers and English learners, as well as either speakers of English language varieties or advanced readers (or both).”
Way to go, California!
So, the system badly teaches black and Latino students, from K–12 onward, in what’s called the “achievement gap.” Then those kids grow up and go to college, hoping to teach reading, but they do poorly on the RICA. Then, instead of blaming the system, the test that discovered the system’s failure is discarded.
That sets off a chain reaction of failure: The reading teachers can’t teach reading; the kids don’t learn how to read; the kids who can’t read grow up to be reading teachers who can’t teach reading.
To do that, the state would have to tame the immense power of the California Teachers Association, part of the National Education Association, and the California Federation of Teachers, part of the American Federation of Teachers, which is affiliated with the AFL-CIO. That would mean reducing the power of collective bargaining for these unions. But that isn’t going to happen.
- fourth graders: only 31 percent “proficient” or “advanced”
- eighth graders: only 30 percent “proficient” or “advanced”
- Fresno Unified fourth graders: 19 percent “proficient” or “advanced”
- Los Angeles Unified fourth graders: 24 percent “proficient” or “advanced”
- San Diego Unified fourth graders: 37 percent “proficient” or “advanced”
- Fresno Unified eighth graders: 13 percent “proficient,” with 0 percent “advanced”
- Los Angeles Unified eighth graders: 28 percent “proficient” or “advanced”
- San Diego Unified eighth graders: 35 percent “proficient” or “advanced”
Conclusion: Shooting the Messenger
This is the old story of shooting the messenger because you don’t like the message. In this case, the message is the RICA standard reported at the top of this article, met by only 60 percent of reading teachers. By getting rid of it, the system will perpetuate the epidemic of incompetent reading instruction.Really, teaching reading isn’t that hard. Just get some phonics books and have the kids go through them. Get rid of the critical race theory and the diversity, equity, and inclusion nonsense, which wastes time. Insist that everyone achieve at a high level. And reward those who do achieve.
But that isn’t going to happen. This means that black and Latino kids are going to be the ones who suffer the most, their latent talents still unharvested as they languish in the worst schools with the worst teachers.