After years of declines, young students show gains in reading and math

After Years of Declines, Young Students Show Gains in Reading and Math

After years of declines young students - Recent federal test results indicate that younger students are beginning to show progress in reading and mathematics, a shift that contrasts with earlier trends of consistent decline. The findings, published in the latest long-term trend (LTT) report, offer a snapshot of student performance across the nation for those aged 9 and 13, marking a potential turning point in educational outcomes.

Report Overview

The National Assessment of Educational Progress (NAEP), commonly referred to as the "Nation’s Report Card," has released its latest long-term trend data, providing insight into the academic trajectory of students over time. The report, which covers two key age groups, reveals a notable uptick in scores for younger learners, despite the ongoing challenges faced by the education system. This data is particularly significant given the long history of the NAEP assessments, which have been administered since the 1970s and remain a trusted measure of student achievement.

Test History and Scope

Unlike the more frequent state assessments, the LTT exams are conducted every few years and have maintained a consistent format for decades. These tests are designed to track progress in core subjects, offering a longitudinal view of how students perform as they grow. Over 30,000 participants across the country took part in the most recent round, which spanned from October 2024 to March 2025. The data collected is nationally representative, ensuring that the findings reflect a broad spectrum of student experiences.

Youth Progress in Early Education

Matthew Soldner, acting commissioner of the National Center for Education Statistics, highlighted the encouraging results for students aged 9, stating,

"I think this is an optimistic release."

The report underscores that improvements were observed in both reading and math, a development that could signal a recovery from the pandemic's impact. Notably, even students who had previously struggled in these subjects showed measurable gains, suggesting that the early years of schooling may have been a critical factor in this shift.

Middle School Plateau

In contrast, the 13-year-old cohort demonstrated little to no progress in either subject. While the younger students' results were buoyed by factors such as their age and the timing of their schooling, the older group's stagnation raises concerns. Reading scores for this age bracket remain below levels recorded at the onset of the pandemic, with no significant improvement since the last assessment. This trend is observed across all demographic groups, including Hispanic, white, female, economically disadvantaged, and suburban students.

Changing Reading Habits

The report also points to a decline in reading as a leisure activity among older students. In 1984, 35% of 13-year-olds reported reading for fun daily, but this number has dropped to just 14% in recent years. Meanwhile, 9-year-olds still show a strong interest in reading, with 37% indicating they read for pleasure every day. However, even this figure has declined sharply from earlier decades, signaling a broader shift in how students engage with literature.

Math Score Trends

The mathematical performance of 13-year-olds has seen a remarkable decline over the past few decades. From 1978 to 2012, average scores on the LTT math tests rose by 21 points, a significant gain that stood out in more than 50 years of data. Yet, the latest results show that most of these gains have been reversed, leaving students at a similar level to where they were in 1971. This stagnation is especially pronounced among lower-performing students, who now show no improvement compared to historical benchmarks.

Administrative Context

The release of this report comes amid ongoing changes to the U.S. Education Department. Since the Trump administration began trimming its budget in 2025, the department has faced significant cuts, including the layoff of over half the staff at the Institute of Education Sciences. This division, responsible for measuring student achievement and overseeing test data, has been particularly affected. As a result, several national and state assessments have been canceled through 2032, with the next iteration of these tests now scheduled for 2033.

Implications for Educational Policy

Lesley Muldoon, executive director of the National Assessment Governing Board, emphasized the importance of addressing middle school challenges,

"As a nation, we have to bring more focus to the middle school years."

Her remarks highlight the need for targeted interventions in the early stages of secondary education. The lack of progress among 13-year-olds, she noted, is a wake-up call for policymakers, urging a renewed commitment to educational reform. "The lack of progress in 13-year-olds raises huge questions and ought to serve as a catalyst for change," Muldoon added during a press briefing, underscoring the urgency of the situation.

Back to School and Learning Recovery

One factor contributing to the improvement in younger students is their age during the pandemic. Those born in 2020 were just four years old when schools began closing, and they started their formal education after many regions had already resumed in-person instruction. This timing may have allowed them to avoid the most severe disruptions in literacy and math development, creating a foundation for future growth. The report suggests that this cohort could serve as an indicator of the nation's potential to recover from the learning losses experienced during the pandemic.

A Call for Action

While the gains among 9-year-olds are promising, the stagnation of 13-year-olds underscores the need for a deeper analysis of educational strategies. The report calls for a reevaluation of how schools are structured and what support systems are in place for middle schoolers. "Even though they're performing below average, [they] are trending upward," Soldner remarked, expressing cautious optimism. However, the data also reveals that the pandemic's disruptions may have had a lasting effect on older students, particularly those in their critical developmental years.

As the education system continues to adapt, the findings from this report offer both hope and a challenge. While the younger students' progress suggests a possible recovery, the lack of improvement among older learners highlights the importance of addressing the unique needs of middle school education. With the next round of assessments not due until 2033, educators and policymakers will have time to implement changes aimed at fostering growth across all age groups. The NAEP long-term trend report remains a vital tool for understanding the nation's educational landscape and guiding future initiatives.