Recent data from the National Assessment of Educational Progress (NAEP) reveals troubling trends for American students, continuing to highlight the significant impact of the COVID-19 pandemic on their educational outcomes. The test, often referred to as the nation’s report card, assessed fourth and eighth-grade students' abilities and showed sharp declines, particularly alarming for reading comprehension.
According to the latest report released on January 30, 2024, reading scores for eighth graders hit their lowest point since the Department of Education began tracking this progress back in 1992. The results clearly indicate not just stagnation, but another drop in performance. "The news is not good," commented Peggy Carr, the commissioner of the National Center for Education Statistics. Students are losing ground at alarming rates, with particularly stark differences between high and low achievers.
Among the notable findings is the stark reality many students now face: nearly one-third of eighth-grade students scored below the minimal threshold necessary to demonstrate basic reading proficiency, marking the largest portion ever recorded. The reading skills of students have not recovered since the pandemic, leading to concerns among educators and officials alike about the future of American education.
Overall, the study indicates reading scores fell by two points for both fourth and eighth graders since the last assessment, with eighth graders’ scores now down eight points since 2019. Meanwhile, the decline for fourth graders is less severe but still has them two points below pre-pandemic levels.
Interestingly, there are minor positive signs, particularly with fourth graders' math scores rising slightly by two points compared to the previous year, even as eighth grade math scores remained stagnant. Eric Mackey, superintendent of education for Alabama, highlighted how the elevated performance of high-achieving students contrasts glaringly with the struggles of their lower-performing peers. "Families had the resources... to build on what was going on in the classroom," he noted, drawing attention to the disparities based on socioeconomic status.
Despite the challenges, some areas of the country, like Louisiana, have seen successful educational strategies emerge. Louisiana's fourth-grade reading scores now surpass pre-pandemic levels. The statewide emphasis on the science of reading, focusing on phonics and structured literacy, has been pivotal. Jenna Chiasson, Louisiana's deputy schools superintendent, stated, "Our intentional focus on equipping teachers and leaders is one of the main factors..." Underlining how targeted interventions can lead to significantly improved outcomes.
Absenteeism remains another pressing concern, exacerbated during the pandemic. The report reveals slight improvement, with 29% of eighth graders and 30% of fourth graders reporting they missed at least three days of school prior to the assessment. Nonetheless, these rates are still considerably above pre-pandemic levels, and experts warn chronic absenteeism continues to hindering overall learning progress. Carr highlighted, "If students aren’t in school, they can’t learn."
The political fallout from these results was immediate. Advocates for public education were quick to call for additional support for students and schools to address the dire needs revealed by these scores. Colorado Governor Jared Polis stated, "Reading and math scores were declining even before the pandemic—especially for the lowest-performing students. Our challenge isn’t just to get back to normal; it’s to reverse decades of deterioration." Others, particularly from the right, placed the blame firmly on what they described as ineffective policies and practices prevalent under the current administration.
Keri Rodrigues, president of the National Parents Union, commented, "We will not stand by... because our elected officials lack the backbone to act." This sentiment reflects the urgency shared among various stakeholders to address educational inequities and implement strategies focused on supporting those students who need the most help.
While the results are disheartening, there remains hope based on effective practices seen within certain states and districts. Strengthened professional training for teachers, evidence-based reading programs, and investments focused on assisting students who are struggling can lead to improvements. That said, as the nation reflects on these staggering results, it is evident the path forward will require concerted effort and systemic change to avoid leaving countless students behind.