Graduation Rates vs. Student Proficiency: A Critical Examination

Recent claims from leaders in various states regarding high graduation rates have raised concerns about the actual academic proficiency of students. For instance, Minnesota Governor Tim Walz announced an all-time high graduation rate of 84.9 percent, highlighting improvements among Native American students. However, this celebration is overshadowed by declining proficiency scores on state exams. Currently, only about one-third of Native American students are reading proficiently, and a mere 17 percent demonstrate proficiency in math. Overall, the proficiency rates for eleventh-grade math have dropped from 41.4 percent to 35 percent between 2021 and 2025, while tenth-grade reading proficiency has decreased from nearly 60 percent to around 50 percent.

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Similarly, Michigan Governor Gretchen Whitmer has linked her state’s graduation rate of 84 percent to significant investments in education. Despite these financial commitments, the outcomes are concerning. Michigan students have shown a decline in proficiency in science since 2021, with nearly three-quarters failing to meet college-readiness benchmarks on the SAT. The state’s National Assessment of Educational Progress (NAEP) scores for fourth and eighth grades have also trended downward, particularly in fourth-grade reading, where Michigan ranks near the bottom nationally.

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In Wisconsin, Milwaukee Public Schools report a graduation rate of nearly 75 percent. However, only 21 percent of students meet English standards on the ACT, and just 12 percent are proficient in math. Notably, many graduates from schools with high graduation rates, such as Golda Meir High School and Ronald Reagan High School, require remedial education upon entering the University of Wisconsin. Approximately 45 percent of freshmen from these schools need remedial math, covering material typically taught in middle school.

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To achieve higher graduation rates, schools have implemented various strategies, including equitable grading practices and credit-recovery programs. For example, St. Paul Assistant Superintendent Adam Kunz noted that standards-based grading allows students to redo portions of their work as part of a “relearning journey.” Some districts have also eliminated failing grades in elementary schools and relaxed penalties for late submissions to foster a more forgiving educational environment. However, critics argue that these approaches prioritize graduation rates over genuine learning, ultimately preserving the status quo rather than addressing the underlying issues.

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Critics assert that schools should not receive accolades for improved graduation rates when these gains do not correspond with real advancements in student learning. The focus on boosting graduation rates, often through less rigorous academic standards, raises questions about the integrity of educational achievements and the preparedness of graduates for future challenges.

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While graduation rates are celebrated, the stark contrast with proficiency scores indicates a significant gap in educational effectiveness. The reliance on graduation statistics without corresponding improvements in academic performance suggests a need for a reevaluation of educational policies and practices across states.

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• “Schools don’t deserve praise for improved graduation rates when those gains are not matched by real improvements in learning.” — City Journal Analysis

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• “successfully accelerating outcomes for the students who need it most.” — Milwaukee Public Schools Official

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