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A commentary published by The 74 argues that families need clearer information about students’ academic progress and whether education programs improve learning. It points to a Gallup poll, NAEP reading results and outcomes-based contracts as reasons to focus more directly on measurable student results.
The 74 has published an opinion essay arguing that schools and districts must be more candid about students’ academic progress and whether education programs are working if the country is to address its literacy gap. The commentary cites a Gallup poll in which about 88% of parents believed their child performed at or above grade level in reading and math, alongside National Assessment of Educational Progress data showing 31% of fourth graders were proficient readers.
The essay describes the distance between families’ perceptions and test results as an “honesty gap”: what students and parents hear about progress may not match what academic measures show. Its authors argue that families need accurate information to respond when children are behind, and that communities need to know whether publicly funded programs are producing results.
The commentary also questions how districts evaluate spending on curricula, technology, tutoring and other services. It says contracted educational services account for about 11% of school expenditures, or roughly $100 billion annually. The essay argues that districts can track spending more readily than they can determine whether those purchases improve learning.
As one proposed response, the authors call for outcomes-based contracts. Under this model, districts and service providers set goals and agree on how progress will be measured before work begins; at least some payment can depend on student results. The essay says South Bend, Indiana, recently adopted a literacy contract that sets implementation expectations and ties a portion of payment to measurable outcomes.
Tying Education Spending to Learning
The proposal shifts attention from whether a school system bought a product or carried out a program to whether students learned more. That distinction matters for families seeking useful information, for districts deciding whether to renew contracts, and for taxpayers paying for public education services.
The essay presents transparency as a means of identifying problems and directing support, rather than assigning blame. Its argument is that honest reporting about reading and math performance can help communities judge which efforts merit continued funding and where changes may be needed. The commentary does not establish that outcomes-based contracting will work in every setting; it says results depend on the conditions and how contracts are implemented.
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The Case for Outcome-Based Contracts
The essay says national assessments show reading and math achievement remain below pre-pandemic levels, although the source material does not provide specific scores or assessment years for that comparison. Its cited 31% fourth-grade reading proficiency figure is presented as a contrast with parent perceptions, not as a measure of every grade or every student group.
In support of the contracting approach, the commentary cites an independent WestEd evaluation. It says the evaluation found stronger collaboration and shared accountability between districts and providers and reported improved student outcomes when the model was implemented under appropriate conditions. The essay also says participating districts did not spend more than they would with traditional contracts, while receiving more implementation support and connecting a meaningful share of payments to outcomes.
“We have an honesty gap in American education.”
— The 74 opinion essay
What the Available Evidence Shows
The supplied source is an opinion essay, not a new government report or a full presentation of the underlying research. It does not identify the Gallup poll’s date, sample details or exact question wording, nor does it provide the NAEP assessment year behind the 31% figure. Those details would be needed to assess how the statistics were gathered and how they compare across time.
The source also does not name the authors in the supplied text, provide the full WestEd evaluation, or detail South Bend’s contract terms, baseline measures, payment share or early results. It is therefore unclear how much the city’s arrangement has changed student performance or whether the model would produce similar results elsewhere. The essay advocates the approach but does not establish a nationwide impact.
Tracking Results in South Bend
The next meaningful measure of the South Bend agreement will be whether the district and provider report results against their stated goals, including how student progress is measured and what happens if expected gains are not achieved. The essay does not give a timeline for those reviews or say when results will be released.
More broadly, the commentary calls on districts to make student outcomes a clearer part of purchasing and program decisions. Whether that leads to broader adoption of outcomes-based contracts, and how districts will compare results fairly across students and providers, remains to be seen.
Key Questions
What does the essay mean by an “honesty gap”?
It means a gap between what families are told or believe about students’ academic progress and what assessment results indicate. The essay argues that clearer reporting can help families and communities respond to learning needs.
What is outcomes-based contracting in education?
It is a contract model in which a district and provider set goals and agree on measures of progress in advance. A portion of payment may be tied to whether agreed student outcomes are reached.
What evidence does the commentary cite for this model?
The essay cites a WestEd evaluation that it says found stronger district-provider collaboration and shared accountability, with improved student outcomes under the right conditions. The supplied article does not include the full evaluation or its detailed methods.
Has South Bend shown that its literacy contract improved reading?
The essay says South Bend recently entered into a literacy contract linking part of payment to measurable student results. It does not provide outcome data, contract details or a reporting timeline, so the impact is not established in the source material.
Source: the74million.org
