WASHINGTON — Recent findings reveal that American students have continued to struggle with reading proficiency and have made minimal progress in math following the disruptions caused by the COVID-19 pandemic. These results come from an assessment known as the nation’s report card, highlighting significant hurdles faced by the education system, which include school closures, mental health crises among youth, and increased rates of chronic absenteeism.
The National Assessment of Educational Progress (NAEP), which is administered biennially, serves as a critical indicator of student achievement across the United States. The latest assessment, conducted in early 2024, focused on evaluating fourth and eighth graders on their skills in reading and math across all states.
“The news is not good,” expressed Peggy Carr, who is the commissioner of the National Center for Education Statistics, the organization responsible for the assessment. “We are not seeing the progress we need to regain the ground our students lost during the pandemic.”
In terms of notable achievements, fourth grade math scores saw a small increase, rising by 2 points on a scale of 500. Although this remains 3 points below the pre-pandemic average from 2019, certain regions, like Washington, D.C., reported a substantial 10-point improvement. On the whole, however, American educational institutions appear to be stagnant in their recovery efforts.
The average scores in eighth-grade math remained stagnant compared to 2022, while both grade levels saw a decline of 2 points in reading scores. Alarmingly, a third of eighth graders scored below the “basic” proficiency level in reading, marking a record high for this assessment measure.
Students classified as below basic lack essential skills; for instance, many eighth graders unable to interpret a character’s motivations in a short story or comprehend the meaning of the word “industrious.” Compounding the issue, officials noted a widening gap between higher and lower-performing students. While top performers have made some progress in recovering their pre-pandemic standings, the lower-performing demographic has fallen further behind.
The disparity was especially striking in eighth-grade math, where the top 10% of students improved their scores by 3 points while the bottom 10% experienced a drop of 6 points. This divide hints at possible reasons tied to families investing more in the academic recovery for their high-achieving children. As Eric Mackey, Alabama’s educational superintendent, explained, families with financial resources have been able to seek extra tutoring and support, leaving those without such advantages to lag behind.
This latest assessment marks a continuation of the post-pandemic academic slide that started in 2022, where accomplishment levels fell significantly across subjects and grades. This year’s cohort of students was especially affected; fourth graders were in kindergarten during the onset of COVID-19, while eighth graders were in fourth grade.
However, Carr emphasized that the current disappointing results cannot solely be attributed to the pandemic, stating that the education system is grappling with “complex challenges.” A 2022 survey alongside the assessment indicated a decline in the number of young students reading for pleasure—a factor linked to lower reading achievements. Furthermore, attendance issues pose a significant challenge, with frequently absent students struggling the most.
The findings are reigniting discussions nationally about the repercussions of pandemic-related school closures, although specific conclusions remain elusive. Some research suggests that longer school closures contributed to larger academic setbacks, particularly in urban and Democratic-led areas that were slower to reopen compared to rural and Republican-led regions.
Interestingly, states such as Florida and Arizona, which were among the first to resume in-person schooling post-lockdown, have reported declines in reading scores. Conversely, larger school districts like Los Angeles and New York City, despite longer closures, showed improvements in fourth-grade math overall, attributed to intensive academic recovery initiatives supported by federal funding.
Concerns have also been raised regarding leisure activities for children, particularly the increased screen time that came during the pandemic. “The educational impacts of social media and screen-time need to be recognized,” noted Marty West, an academic dean at Harvard. Emphasizing parental involvement, Mackey advocated for reading activities at home, pointing out that too many students are engaging more with their devices than with books.
In schools, the trend towards reading and writing has also diminished. Many eighth graders reported infrequent writing assignments related to reading tasks, with most saying they were asked to write several sentences about assignments fewer than six times per year.
“Relationships, quality teachers, and engaging classrooms are vital for students,” stated Robin Lake, director at the Center on Reinventing Public Education. Meanwhile, lawmakers have reacted to the report, with Republican representatives attributing declines in educational performance to the Biden administration’s policies. Rep. Tim Walberg of Michigan highlighted a perception that educational focus has drifted toward less productive “woke policies” instead of enhancing learning.
In comparison to 2019 scores, reading levels for eighth graders have plummeted by 8 points, and fourth graders have seen a drop of 5 points in both grades. The decline extends to fourth-grade math, where scores are also down 3 points from previous years.
Despite these setbacks, officials point to some reasons for hope. Carr noted that Louisiana has successfully restored fourth-grade reading levels to pre-pandemic standards, demonstrating effective educational strategies, particularly focusing on phonics and literacy building.
Reflecting on these developments, Carr stated, “Hope is not lost, and turnaround is possible. We have seen positive outcomes from targeted interventions.” Louisiana’s approach to enhancing reading proficiency, which has garnered bipartisan support, is a promising example of what can be achieved across states.
