With recent data released by the National Assessment of Educational Progress (NAEP) indicating a concerning decline in reading and math scores, this steep drop can notably be seen across U.S. high school seniors. Prominent educators and experts aren’t the only ones concerned. In fact, they point to pervasive systemic issues within the country’s education system that they say are causing this unfortunate downtrend. In fact, 35% of seniors on the NAEP report that they read at the “proficient” level. In math, that number falls to a mere 22%.
Thomas Kane, an education expert, emphasized the seriousness of the situation by stating, “Something fundamental in US schools is broken.” He noted that the trajectory of decline for lower-achieving students began in 2015 and has only worsened since. This is indicative of the fact that these students have been underserved long before the COVID-19 pandemic arrived.
The NAEP results paint a stark picture. The share of 12th-graders that are scoring at the “below basic” level in math recently rose to an astounding 45%. This is a five percentage-point jump since 2019. Likewise, 32% of students performed at the below basic level in reading, which is an increase of two points from the last assessment. Matthew Soldner, associated with the NAEP report, noted, “Among our nation’s high-school seniors, we’re now seeing a larger percentage of students scoring below the NAEP basic achievement level in mathematics and reading than in any previous assessment.”
Education researcher Robert Balfanz further identified a number of other factors that are likely driving these declines. He argued that the low threshold to information everybody has access to online creates a more convenient method of learning. Consequently, some students may begin to view going to school in person as an option. Moreover, he cautioned that all-day, short-form, visual media immersion would make it difficult for students to engage academically.
What we didn’t expect was a shocking trend that the report uncovered. Nearly one-in-three 12th-graders did not report being in school three or more days in the month prior to the test date, an increase from 25% in 2019. In her keynote address, educator and author Carol Jago called it the age of academic Tinder—students choosing text with a swipe. “To be a good reader, you have to have the stamina to stay on the page, even when the going gets tough,” she stated. Jago added, “You have to build those muscles, and we’re not building those muscles in kids.”
Kane believes that there needs to be a national effort to assess and address the impact of educational policies aimed at reversing this decline. This concern was echoed by Michael Petrilli, who warned that students are spending less time in-person learning than they have in recent years. Balfanz echoed this sentiment, emphasizing that “some collective effort at the national level” is necessary to support states and districts in implementing proven educational solutions.
The problem goes beyond our own national borders, as Kane went further to point out that these academic declines are seen around the world. This larger international trend may not, in fact, be unrelated to rising anxiety levels among students who spend more time with their screens. Martin West, another education expert, suggested that the rise of smartphones and social media platforms targeting youth should be investigated further. He stated, “We lack direct evidence of a causal link between smartphones and learning, but I’m convinced that this technology is a key driver of youth mental health challenges, a distraction from learning, both inside and outside of schools, and a deterrent to reading.”
That same NAEP report’s alarming findings have sparked a chorus encouraging a recommitment to education reform. Equity Jago was adamant that it is our responsibility to deliver every child the tools they need to succeed, no matter their background. “Now is not the time to retreat from our responsibility to provide every child, regardless of zip code, with the opportunity to succeed,” she asserted.
Kane’s reflections on the degradation of student learning reinforce an inflection point for US education. As policymakers and educators consider how best to respond to these challenges, it becomes increasingly clear that addressing these issues requires collective action.