![Allie Alexander reads "Summer Color" to her son, Andrew, 4 months, during Tinkergarten at Wildwood Park in Mt. Airy, Wednesday July 20, 2022. A mother is seen reading a picture book to her young son.](https://www.baltimoresun.com/wp-content/uploads/migration/2022/07/20/TUAQMSOGGNBNXD2ZZIHRRBJGXQ.jpg?w=535)
It is great to read that a new method of teaching can be expected to improve “proficiency” in reading (“‘The science of reading’ method to be taught at Maryland schools next academic year. What does that mean?” Jan. 24).
A 4th grade proficiency in Maryland of just 31% sounds alarming. But I wish reporters would put these “sky is falling” statements into context. Looking at 2022 National Assessment of Educational Progress (NAEP) levels of 4th grade in reading, only 32% of 4th grade students performed at or above “proficient.” Reporting data without context does little to really inform.
Is it just regurgitating spoon-fed cherry-picked statistics? Can we question how and why the test’s “proficient” rating is set as it is? Is it skewed to create a predetermined perception? Is this benchmark a good measure of educational achievement?
As the old saying goes; “There are lies, damn lies and statistics.”
— Larry Williams, Towson
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