Over the past two decades, the media and federal education officials have tended to focus on modestly improving test score trends of 4th and 8th graders. As my colleague Neal has mentioned, new 12th grade results were released today, and they once again call that practice into question.

Whether one looks at the fixed “Long Term Trends” series of national test results reaching back to the early 1970s, or at the ever-evolving “Nation’s Report Card” series, it seems as though student achievement has improved a little over time at the 4th and (to a lesser extent) 8th grade levels. By the same token, both of those data series show little or no improvement in achievement at the end of high-school over the past one, two, or four decades. Indeed the most recent 12th grade results show a small but statistically significant decline in reading scores since 1992.

High school graduates are no better prepared today than they were in previous generations, despite the fact that we’re spending 3 times as much on their K‑12 educations. Some of what they’re learning they may be learning a bit earlier, but when applying to college it’s the K‑12 academic destination that matters, not the journey.

And that destination suggests that the past four decades of so-called public “school reform” have done nothing to improve the academic preparation of high school seniors for college, life and work. Not ESEA. Not NCLB.

Perhaps government is not the best source of progress and innovation after all? Perhaps if we want to see progress and innovation in education we should allow it to participate in the free enterprise system that has been responsible for staggering productivity growth in every field not dominated by a government monopoly?