Well, I'll admit to not being an expert on the American school system with which I only had a few years of contact. If that really is the case, that grade level of reading ability and number of grades completed is not linked then that is certainly an indictment of the American system of education. I'm happy to amend my claim that 10th graders can read the New Yorker to say that by American academic standards, they should be able to but often are not.
It doesn't change the fact that the CEFR framework is not intended either to measure native proficiency nor to assess the difficulty of a written text.
I'm not disputing that the New Yorker is written at a higher level than the average American cares to read, just disputing the use of CEFR framework to assess the text.
It doesn't change the fact that the CEFR framework is not intended either to measure native proficiency nor to assess the difficulty of a written text.
I'm not disputing that the New Yorker is written at a higher level than the average American cares to read, just disputing the use of CEFR framework to assess the text.