On the positive side, high school graduates are taking a more rigorous curriculum and larger percentages are taking Advanced Placement examinations. This is true for all ethnic groups.

However, American students still don't know as much as they should, according to generally agreed standards. ETS conducts the National Assessment of Educational Progress, the only longitudinal study of student performance in core subjects. Its "report card" draws from NAEP data. Student achievement in science and writing has been basically flat over five years, although the latest math assessments show some progress.

Reading results of 12th graders show a decline, with 90 percent of students unable to integrate story elements to explain and support interpretations or to summarize single or multiple texts. Furthermore, 57 percent of the seniors were below the basic level in history, meaning they could not show knowledge of a range of concepts or grasp the impact of major social and religious movements. In geography, a similar percentage could not label features on maps or diagrams.

Between 1992 and 1994, students did not become more interested in reading for fun (only about 23 percent do). The number of pages read in school or for homework totaled five or fewer for 36 percent of the students.

About 55 percent of the students' homes had at least four types of reading materials, but fewer students discussed their studies at home (only 30 percent) than a few years ago, and only 16 percent discussed what they are reading or learning with family and friends almost every day. Twenty-two percent never discuss such things.

The simplified report card is being tested on a group of principals, superintendents, governors and parent teacher organizations. For a copy of "Achievement Through High School," contact the ETS Policy Information Center, Rosedale Rd., Princeton, NJ 08541-000, or for more information send e-mail to pic@ets.org.