A new report by the District-based think tank, Center for American Progress, reveals that students enrolled in the local public education system believe school is too easy and that most times they don't find classes like math to be very challenging.
According to results of the survey that was released this week, and which analyzed three years of questionnaires from the Department of Education's National Assessment of Educational Progress, 39 percent of D.C. fourth-graders and 34 percent of eighth-graders have often viewed their math studies as always "too easy."
In comparison to their peers in the Maryland and Virginia systems, 90 percent of 8th graders in D.C. said they were more likely to classify their math classes as boring, even though significantly fewer District students are graduating from high school.
The survey also notes that while 71 percent of District eighth-graders usually report that they "understanding what their math teacher asks" (compared to 75 percent in Maryland and 77 percent in Virginia), District students were more likely than Maryland and Virginia students to read more than 20 pages in school and for homework.
Other points of the nationwide study found that:
• 51 percent of eighth-grade civics students and 57 percent of eighth-grade history students said their course work is "often" or "always" too easy;
• 39 percent of high schools seniors "rarely" write about what they read in class;
• 37 percent of fourth-graders said their math work is "often" or "always" too easy.