Opponents of Common Core reading and math standards have spent the past couple of days crowing about survey results from polls conducted by Education Next and Phi Delta Kappa/Gallup Organization. But your editor isn’t all that concerned about those results. For one, as great leaders such as Martin Luther King and Ronald Reagan have always known, doing the right thing is never popular. This is especially true with implementing Common Core, which disturbs many of those opposed to the standards because they don’t believe that all children (especially those from poor and minority households) deserve high-quality education. More importantly, the success of the standards will ultimately be seen in their execution in classrooms and throughout American public education. And finally, given that opinion polls are only as good as the questions are asked (as well as how they are asked), who really knows whether either Education Next or PDK/Gallup’s results fully reflect public sentiment.

wpid10020-wpid-this_is_dropout_nation_logo2But your editor does care about data on how many of our children are getting the high-quality teaching and college-preparatory curricula they need for success in adulthood. Which is why yesterday’s report from ACT on the readiness of high school graduates for success in the traditional colleges, technical schools, and apprenticeships that make up American higher education is disturbing. Once again, we have been reminded that far too few of our children are getting the knowledge they need for lifelong success. And that should be far more disturbing to Common Core foes than their ideological, political, and personal opposition to the standards.

The fact that just 11 percent of black high school grads taking the ACT scored at college-ready levels — the lowest percentage for every racial subgroup taking the exam — in three or more categories is absolutely shocking. The numbers are even worse when you break down each category. Black children trailed in every category, with just 17 percent of them scoring at college-ready levels on the English portion of the exam, a mere 14 percent scoring at such levels on the math exam, and a rock-bottom 10 percent on the science component of ACT’s annual test.

This means that far too many black high school graduates didn’t get the college-preparatory learning they needed to be ready for either ACT or for success in college. Which, in turn, means that they will likely struggle mightily in higher education, ending up in remedial education courses that will lead them out of the door of colleges and into poverty.

But the news isn’t any better for the rest of our children. Just 18 percent of American Indian high school grads scored at college-ready levels in three or more categories on ACT; only 17 percent of Native students performed at college ready levels in science while a mere 20 percent scored at such levels in math. Only 23 percent — or one in four — Latino high school grads were able to score at college-ready levels; just 21 percent of them performed at college-ready levels in science while only 29 percent demonstrated their college-readiness in mathematics.

As for white high school grads? The news isn’t all that good. Sure, 49 percent of them scored at college-ready levels in three or more subjects. But that means that one out of every two of them didn’t get the comprehensive college-preparatory curricula they needed. Just 52 percent of white high school grads scored at college-preparatory levels in math, while only 46 percent scored at such levels in science. And only 54 percent of white high school grads scored at college-ready levels in the reading portion of the ACT exam. Given that math and science mastery are the key gateways into the high-skilled white- and blue-collar jobs in this increasingly knowledge-based economy, this means many white children — along with black, Native, and Latino kids — are being locked out of middle-class futures. And that doesn’t bode well for either the nation or the communities in which they live and will likely stay.

It isn’t as if many of these high school graduates were just a question or two away from meeting ACT’s college readiness benchmark. One out of every two high school grads missed the mark in math and science by three or more points; two out of every five missed the mark in reading by that much. Put in perspective, only one out of every 7 high school grads taking ACT missed the college-readiness mark by less than two points in reading and science, while one in 10 missed the goal by that much in math.

Meanwhile ACT’s trend data on college readiness should also give everyone pause. Between 2010 and 2014, the percentage of high school grads who demonstrated higher ed readiness in three or more categories tested barely budged for all groups. Black and Latino high school grads showed only sluggish growth, with percentages increasing respectively, by one percent and two percent between 2010 and 2014. The percentage of white high schoolers demonstrating college-readiness increased by a mere one percent in that same period. Even for Asian high schoolers, who have the highest performance levels on ACT, the percentage demonstrating college-readiness barely budged at 57 percent.

What about states that aren’t implementing or halted use of Common Core? In North Carolina, which halted implementation last month, just 30 percent of high school graduates scored at college-ready levels on the reading portion of ACT, while a mere 33 percent scored at such levels on the math portion of the exam, and only 23 percent of Tar Heel State graduates scored at college-ready levels on the science portion; all high school grads in the state take ACT. In Missouri (where 76 percent of students take ACT), one out of every two high school grads scored at college-ready levels on ACT’s reading component, while only 45 percent and 42 percent of grads scored at college-ready levels on the math and science portions of the exam. [Given what we know about how few students in the Show Me State are being provided college-preparatory learning, the results aren’t shocking.] And in South Carolina, which rolled back Common Core in June, (and where 58 percent of grads took ACT), only 41 percent of high school graduates scored at college-ready levels on the reading portion of the test, while just 39 percent and 33 percent of grads scored at such levels on the math and science components.

Meanwhile in Louisiana, where Gov. Bobby Jindal’s effort to halt Common Core implementation has been defeated, the need for the standards can be easily seen in the scores for high school grads in that state. Just 37 percent of Bayou State grads scored at college-ready levels on the reading portion of ACT, while only 31 percent and 29 percent of grads reached such levels on the math and science portions. The need for comprehensive college-preparatory curricula standards is crystal clear for both the states that have halted Common Core implementation and those where politicians are fighting to roll them back.

Let’s be clear: As shocking as the ACT results are, they aren’t surprising. Just 37 percent of high school grads scored at Proficient and Advanced levels in reading on the 2013 National Assessment of Educational Progress, a one percent decline from levels in 2009. Just 16 percent of black high school graduates, along with 24 percent of Latino schoolmates, and 26 percent of Native peers scored at Proficient and Advanced levels in 2013, barely budging from levels four years earlier; white and Asian high school grads did little better, with 47 percent of each group scoring at Proficient and Advanced levels, little changed (for white kids) and a two percentage point decline (for Asians) in that time.

Young men of all backgrounds, in particular, are struggling mightily in college-and-career readiness. Only 33 percent of young men graduating high school in 2013 scored at Proficient and Advanced levels in reading, unchanged from levels in 2009. As a result, young men graduating high school trail their female peers by nine percentage points in 2013; while the gap shrunk by two percentage points between 2009 and 2013, that’s only because of a decline in the percentage of young women high school grads scoring at Proficient and Advanced levels. The problems are particularly acute for young black men. Just 13 percent of young black men graduating high schoool read at Proficient and Advanced levels, trailing their female schoolmates by five percentage points. But the gaps for young white men are even larger; the percentage of them scoring at Proficient and Advanced levels was 11 percentage points lower than that for their female peers.

The reforms spurred by the No Child Left Behind in 2001 have reduced the percentage of high school grads who are functionally illiterate. But the demands of the knowledge-based economy means that the greater focus must be on providing kids with college-preparatory curricula (along with high-quality teaching) they need to be successful in a world in which what they do with their minds is more-important than what they do with their hands. Yet until the implementation of Common Core, few kids were being provided this learning.

Just 13 percent of American high school students of all socioeconomic backgrounds were taking comprehensive college-preparatory courses while the rest were taking less-rigorous curricula, according to NAEP’s 2009 high school transcript study. A quarter of all grads taking NAEP were subjected to curriculum that didn’t even include algebra or any kind of rigor. The importance of comprehensive college-preparatory curricula can be seen in this year’s ACT results: One out of every two high school grads who took what ACT defines as a core curriculum (including three years of math and science), scored at college-readiness levels on the reading and math portions of the exam.

This is a problem that begins long before kids reach high school. As Dropout Nation noted last year, just one out of every five eighth-graders in seven states that mandate all kids take Algebra 1 actually did so. Even worse, most students haven’t been getting the literacy and math curricula and instruction they need to take on college-preparatory work once they enter high school. Thanks in part to the gatekeeping of gifted-and-talented programs and the overlabeling of kids, especially young black men as special ed cases — all of which are legacies of the racialist policies of American public education’s past — many kids are kept from getting the learning they need and deserve. This is especially true for kids from poor and minority backgrounds As the Jack Kent Cooke Foundation determined in a 2007 study,  3.4 million children from low-income households were among the top-performers in their schools, yet were unlikely to get the college-prep curricula necessary to continue their success into high school and beyond.

What is clear from the ACT results, as well as from other data, is this simple reality: We cannot continue providing our children with substandard curricula and standards unfit for them to build better lives in adulthood. Patricia Levesque is correct when she argued yesterday that we cannot continue to perpetuate the failures of American public education on another generation. This is why implementing Common Core, along with other reforms, is critical to helping all kids succeed. And why those opposed to implementing the standards should hold their heads low in shame for their immoral denial of high-quality education for children better-deserving than the worst they get.

Featured photo courtesy of Chloe Crane Leroux.