Thu Jan 30 10:30:00 UTC 2025: ## Nation’s Report Card Shows Mixed Results on Student Achievement Post-Pandemic
**Washington, D.C.** – The latest Nation’s Report Card, based on the National Assessment of Educational Progress (NAEP), reveals a complex picture of student achievement following the COVID-19 pandemic. While some progress has been made in math, particularly at the fourth-grade level, significant challenges remain in both reading and math, with most students still performing below pre-pandemic levels.
The report, released today, shows that fourth-grade math scores saw a slight improvement compared to 2022, with gains observed across various demographic groups. However, scores remain below 2019 levels, except in Alabama, where a recent state law aimed at improving math proficiency may have contributed to exceeding pre-pandemic scores. Similarly, eighth-grade math scores remained stagnant compared to 2022 but lagged behind 2019 levels. A concerning trend emerged: while high-performing eighth-graders improved, low-performing students experienced further declines, widening the achievement gap.
The situation in reading is more alarming. Fourth-grade reading scores dropped further in 2024, falling below both 2022 and 2019 levels, with only Louisiana surpassing its 2019 score. Eighth-grade reading scores also decreased, with the proportion of students performing below the basic standard reaching a historic high. The report notes that the lowest-performing readers in 2024 scored lower than their counterparts did 30 years ago.
These declines are not solely attributed to the pandemic. Analysis reveals that stagnation in both math and reading began before 2019, possibly linked to factors such as the phasing out of No Child Left Behind, the Great Recession, increased screen time, and a decline in recreational reading.
The report also highlights the strong correlation between socioeconomic status (SES) and academic performance, with wealthier students significantly outperforming their less affluent peers. While some urban school districts showed improvement in fourth-grade math among economically disadvantaged students, the overall disparity remains a major concern.
Increased absenteeism is another contributing factor. The report reveals a link between missing school and lower academic achievement, particularly among lower-performing students. Experts emphasize the need for addressing chronic absenteeism to improve overall student outcomes. The report suggests that tackling the issue strategically, focusing on specific barriers and student groups, is crucial for positive change. While the injection of $190 billion in federal funding showed modest gains, the report concludes that more comprehensive strategies are needed to address the underlying issues contributing to the persistent achievement gap.
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