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Supporters of education reform who advocate for government-funded choice mechanisms, such as vouchers, tend to argue the problems in K–12 schools in the United States are primarily economic matters, not pedagogical. This view is validated by much data, but the concept ought to be extended further to say the economic marketplace in which K–12 education operates needs more than vouchers to become as efficient as it needs to be to deliver a quality education to each and every child.
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Some of the most reliable yardsticks in monitoring academic progress in K-12 education are the assessments known as the Nation’s Report Card, officially the National Assessment of Educational Progress (NAEP). The results from its 2015 assessments are in, and they are not encouraging.
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