The recent National Assessment of Educational Progress (NAEP) results paint a mixed picture of student performance, offering both reasons for optimism and concern. While younger students are showing signs of improvement, the data for older students is more troubling, highlighting the need for targeted interventions and a deeper understanding of the underlying factors at play. Here's a closer look at the key findings and their implications.
The Promise of Early Gains
One of the most encouraging aspects of the NAEP report is the improvement in reading and math scores for 9-year-old students. This is particularly notable given that these students were just 4 years old when the pandemic began, and they didn't start formal schooling until after most places had returned to full-time, in-person instruction. The fact that they are now showing gains in both subjects is a testament to the resilience of young learners and the potential for early intervention to make a significant impact.
What makes this even more heartening is that the improvement is not limited to high-performing students. Lower-performing kids are also seeing their scores rise, indicating that the gains are not just a result of selective success but rather a broader trend of progress. This suggests that the early years of elementary school are critical for building a strong foundation in literacy and math, and that investing in these years could pay dividends for students' long-term academic success.
The Stagnation of 13-Year-Olds
The NAEP report paints a less optimistic picture for 13-year-old students, who showed no significant improvement in reading or math compared to the last assessment. This is particularly concerning given that these students were in second or third grade during the pandemic, and that critical years for literacy and math skills were disrupted by school closures. The fact that their scores have not improved suggests that the pandemic may have had a lasting impact on their learning, and that the gains made by younger students may not be sustainable if not supported by targeted interventions.
One of the most alarming aspects of this stagnation is that reading scores for 13-year-olds are not significantly different from performance in the first-ever administered test in 1971. This suggests that the decline in reading proficiency has been ongoing for decades, and that the pandemic may have merely accelerated a trend that was already in motion. The fact that this decline is affecting Hispanic students, white students, female students, economically disadvantaged students, and suburban students equally is particularly troubling, as it indicates that the issue is not limited to a specific demographic group.
The Decline in Reading for Pleasure
Another concerning finding is the decline in reading for pleasure among 13-year-old students. In 1984, 35% of 13-year-old students reported reading for fun on a daily basis. In 2022 and 2025, only 14% said the same. This decline is particularly concerning given that reading for pleasure is a strong predictor of future reading proficiency and overall academic success. The fact that the number of students reading for pleasure has dropped so sharply in just a few decades suggests that something fundamental has changed in the way that children engage with reading, and that this change may be having a negative impact on their academic performance.
The Erosion of Math Progress
The NAEP report also highlights the erosion of math progress for 13-year-old students. From 1978 to 2012, the average math scores on the LTT for 13-year-olds improved by 21 points. However, the most recent report shows that most of these gains have been erased, with the lowest-performing students showing no gains at all compared with the 1978 math test results. This suggests that the decline in math proficiency is not just a result of the pandemic but rather a longer-term trend that has been exacerbated by the disruptions of the past few years.
The Future of NAEP
The NAEP report is the first long-term trend report released since the Trump administration began making cuts to the U.S. Education Department in 2025. These cuts included laying off more than half the workers at the Institute of Education Sciences, the arm of the department charged with measuring student achievement and overseeing and processing the data that comes from the tests students take. The fact that the next iteration of these tests has been canceled until 2033 raises concerns about the future of educational assessment and the ability to track student progress over time. This uncertainty makes it difficult to know whether the gains made by younger students will be sustained or whether the stagnation of older students will continue.
Conclusion
The NAEP report offers a mixed picture of student performance, with reasons for both optimism and concern. While younger students are showing signs of improvement, the data for older students is more troubling, highlighting the need for targeted interventions and a deeper understanding of the underlying factors at play. The decline in reading for pleasure and the erosion of math progress are particularly concerning, as they suggest that something fundamental has changed in the way that children engage with these subjects. As we look to the future, it is critical that we continue to monitor student progress and invest in targeted interventions to ensure that all students have the opportunity to succeed.
