Guy Ciarrocchi: They’re still failing our kids

The NAEP 2024 national report card on schools is out. 

I wish I didn’t have to write this column. I wish that there was good news to report on public schools in Pennsylvania. But wishes aren’t reality. Tragically, the scores are that bad.

Here are the lowlights. Only 41 percent of fourth graders can do fourth grade math. Only 33 percent can read at a grade level. And, going from bad to worse, at eighth grade, only 31 percent can perform at grade level for math or reading. Grades fall the longer they’re in their district.

The majority of Pennsylvania public school students are not grade-proficient in either math or reading. This isn’t a “blip” in the chart: grades have more or less been stuck here for about 20 years — though the Covid lockdowns seem to have harmed our kids.

As a conservative commentator and policy advocate, I take not one second of satisfaction in sharing this tragic data. As a former Chamber CEO, allow me to present another reason why it’s so challenging to recruit entrepreneurs and existing out-of-state businesses to Pennsylvania. As a softball coach, I think of the girls I coach — what happens to them in ten years?

As a dad of three, rather than scream or cry, I write to be part of a wake up call. And, more importantly, I want to help to fix this broken system.

America’s averages are bad — and, sadly, Pennsylvania’s are worse. As tragic as those scores are, realize that they are averages. This means if you live in a district where the majority of students are at or above proficiency, realize that there is a corresponding district in our state that is far below the woeful proficiency rate of 31 percent for eighth graders.

But before you celebrate mom and dad (or taxpayer) from “above average” school district, realize that we’re subsidizing the district performing below 31 percent. We may likely be subsidizing those students for much of their lives. And you should share the moral outrage and frustrations of the parents of those children — forced into a trajectory of likely failure.

I purposely use the phrase “those children forced into a trajectory of likely failure.”

In most cases, the parents or guardians raising the children in those tragically failing schools know that the schools are academic train wrecks, but they cannot send their students anywhere else. Why? After paying their bills and their school taxes, they simply cannot afford even a nearby parochial elementary school — averaging “only” about $5,100 per student. Worse, in the case of Philadelphia, charter schools are not an option because the Philadelphia School District has capped enrollment at the existing schools and has not not approved a new charter school since 2018.

The sad state of affairs is that the district schools are failing these kids. The parents know that the schools are failing their children. The school boards and bureaucrats in Harrisburg — and at the US Department of Education — know the schools are failing these kids. And there are no alternatives for tens of thousands of students. Yet they keep sending them more and more of our money.

What has the education “swamp” offered as a solution? 

They demanded more money from local taxpayers, state taxpayers, and federal taxpayers. They grew the bureaucracy at rates faster than at almost any time in history — administration budgets grew even faster than teachers’ salaries.

We keep feeding them more and more money, as test scores stagnate at best or fall at worst — especially for students from lower incomes, and a disproportionate number of African American and Hispanic students.

In Pennsylvania, we have had the three largest increases in state funding in the last three years — including approximately $1.5 billion in additional dollars in 2024. The average district spends over $23,000 per student. Across Pennsylvania, school districts are holding approximately $6.8 billion in reserve. So, is more money really the answer?

In the classroom, across the nation — across our state — a series of policies have been tried that are misguided at best and foolish at worst.

De-emphasizing grades. Focusing more on political, and cultural strife and activism — dividing our students into “victims” and “oppressors;” warning children that the planet will be uninhabitable by 2030; allowing “close enough” answers in math and science — who will build our bridges, homes and heart-valves? Removing deadlines for class projects and class rank, and canceling ceremonies to honor merit scholars.

Worse than all of the wasteful spending and bloated bureaucracies. Worse than de-emphasizing academics and giving phony grades for wrong answers. Worse than pushing parents away from their children. 

Worse than all of that, the teachers unions, school boards, and education swamp have spent millions and millions lobbying to block school choice — opposing vouchers, scholarships and tax credits, capping and limiting charter schools, and defunding cyber charter schools.

They’re failing our kids, wasting our money, and fighting tirelessly to keep students trapped in the very schools that are failing.

Now, with the annual report card: everyone can see their failure. The time for school choice has long since passed.

I do have a suggestion for the NAEP officials. When I was a student at St. Monica’s grade school, we were given grades for effort and conduct. I suggest that the NAEP add them to the school’s report cards.

How are districts conducting themselves; how much effort are they putting into doing what’s best for our students? F!

Guy Ciarrocchi is a Senior Fellow with the Commonwealth Foundation. A former Congressional nominee, Chamber CEO — and current softball coach, Guy writes for Broad + Liberty and RealClear Pennsylvania. Follow Guy @PaSuburbsGuy.