September 10, 2025

Decline in Student Performance Reported by NAEP

News Summary

Recent NAEP data reveals a significant decline in student performance in reading and mathematics, marking the lowest achievement levels in over 20 years. Particularly concerning is the high percentage of high school seniors scoring below basic proficiency. The findings point to persistent achievement gaps, especially among different demographic groups and a notable re-emergence of gender disparities. Educators and policymakers are urged to implement reforms and increase investments in education to address these alarming trends and improve student outcomes.

Washington, D.C. – Decline in Student Performance Continues as NAEP Reports Historic Lows

Student achievement in reading and mathematics across the United States has reached its lowest point in over two decades, according to recent data released from the National Assessment of Education Progress (NAEP), commonly known as the nation’s report card. The assessments conducted from January to March 2024 reveal a persistent downward trend in academic performance among high school seniors and eighth graders, marking a significant concern for educators nationwide.

Key Findings on High School Performance

The latest data indicates that 12th-grade students continue to struggle with foundational skills in reading and math. Scores in these subjects have fallen to their lowest levels since NAEP testing began over 20 years ago. Specifically, approximately 32% of high school seniors scored below the basic proficiency level in reading, and 45% scored below the basic level in math. These figures highlight a growing share of students failing to meet minimum academic standards.

In addition, only about 33% of graduating seniors are considered prepared for college-level math, a decline from 37% recorded in 2019. The average score in reading for 2024 was the lowest since 1992, when the NAEP assessments first began measuring student progress. Such statistics point to an enduring pattern of academic challenges that predate the pandemic, although the disruptions caused by COVID-19 have exacerbated existing issues.

Performance of Middle School Students and Science Scores

For eighth-grade students, there have been notable declines in science skills. The assessment results show fewer students reaching proficient levels, with significant gaps in performance emerging when compared to previous years. Earlier assessments noted widening disparities across different demographic groups, and recent data suggests these gaps continue to grow.

Among eighth graders, there has also been a decline in engagement with inquiry-based learning activities, which are essential for grasping scientific concepts. This reduction in hands-on learning experiences during the pandemic has been linked to the decrease in performance and lowered interest in science subjects.

Emerging Gaps and Gender Disparities

The data Highlights significant achievement gaps in both reading and math, particularly among different socioeconomic and demographic groups. The disparities in results are most pronounced in eighth-grade science and twelfth-grade math, with certain groups lagging behind others.

A re-emergence of gender gaps has been observed in recent assessments. Girls experienced a steeper decline in scores in science and math since 2019, reversing some previously narrowing gaps and raising concerns about gender-specific factors influencing academic performance.

Contributing Factors and Educational Trends

Experts suggest that the ongoing decline in performance results from multiple factors beyond the pandemic. These include increased screen time among students, shortened attention spans, and changes in teaching methodologies that have resulted in less extensive reading assignments. For example, high school English classes now often assign only three books a year, compared to about 20 two decades ago, impacting literacy development.

Teachers and schools have also faced challenges in providing hands-on learning experiences. During the pandemic, many schools struggled to implement effective in-person and experiential learning, which appeared to have long-term consequences on student understanding and engagement in scientific and other subjects.

Policy and Future Implications

Education officials and policymakers recognize the need for more localized control over education funding to address achievement gaps and improve student outcomes. Education Secretary Linda McMahon emphasized that greater flexibility in spending could help target resources more effectively. Conversely, some legislative voices argue that dismantling the Education Department could hinder efforts to promote educational equity, which many believe is crucial to reversing current trends.

Summary of Key Data

Only 33% of high school seniors are college-ready in math, down from 37% in 2019.
45% of high school seniors scored below the basic proficiency in math—the highest percentage since 2005.
32% of high school seniors scored below basic in reading—the lowest since NAEP began.
The average reading score in 2024 was the lowest recorded.
Disparities remain wide, especially in eighth-grade science and twelfth-grade math.
Gender disparities are re-emerging, with girls’ scores declining more steeply since 2019.

Conclusion

The NAEP results signal a critical need for targeted educational reforms and increased investments to bolster literacy, numeracy, and scientific understanding among students. With scores continuing to decline, educators, policymakers, and communities face ongoing challenges to ensure that students meet the academic standards necessary for college readiness and future success.

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