National test scores plummet: US students get another failing grade on nation’s report card
The health of the nation’s schools remains in decline, as reading proficiency plummeted and mathematics scores saw modest gains, largely owing to the impact of more advantaged students whose families often supplement their education, according to data from the 2024 National Assessment of Educational Progress, released this week.
Only 31 percent of students in fourth grade and 30 percent of students in eighth grade are reading proficiently, a two-percent and one-percent drop respectively from 2022. Scores in reading have dropped 10 points since 2019. Numerous studies show that reading on grade level by third grade is inextricably linked to students’ future success.
“The data shows that the majority of the nation’s school systems have failed to master effective reading instruction, ignoring not only how it should be taught (e.g., proven science) but also the importance of engaging students with rich content and literature that stimulates the mind and ensures that vocabulary and comprehension increase,” said CER Founder & CEO Jeanne Allen.
“When students are not reading on grade level by third grade, their life-long choices are severely limited. One long-term study found that when a student fails to meet this bar, they are 4 times more likely to drop out of school. In fact, 88 percent of these dropouts were struggling readers in third grade,” says Mindy Sjoblom of On Your Mark education.
National averages for students in math show a slight score increase from 2022, but still three points behind 2019. Geographically, fourth grade mathematics scores improved in most states and urban districts compared to 2022. These students were in Kindergarten during Covid. In contrast, eighth grade performance — or 4th graders during COVID - declined in states such as Alaska, Idaho, Nevada and Florida, with the most significant decreases occurring among students in the lower percentiles. Other states saw no significant changes, suggesting that while some areas have made progress, others continue to struggle with persistent challenges in math education.
However, from 2019 to 2024, math scores decreased for all fourth and eighth grade scorers in the bottom, middle and upper quartiles.
While fourth grade student proficiency rose three percent since 2022 to 40 percent proficient or above in math, 8th grade scores remained stagnant compared to 2022 with 28-percent proficient (up one point in advanced proficiency). Evidence shows an emerging pattern of disparity with 2024 levels still four points below 2019. Lower-performing students saw declines at the same rate that higher-performing students improved, indicating a growing divide.
More alarming is the fact that traditionally lower-performing students, including Hispanic students, disadvantaged students, students with disabilities, and English language learners all experienced notable declines—raising concerns about the accessibility and effectiveness of current educational strategies for these and other underserved student populations.
Geographically, fourth grade mathematics scores improved in most states and urban districts compared to 2022. In contrast, 8th grade performance declined in states such as Alaska, Idaho, Nevada, and Florida, with the most significant decreases occurring among students in the lower percentiles. Other states saw no significant changes, suggesting that while some areas have made progress, others continue to struggle with persistent challenges in math education.
Overall, 67 percent of fourth and eighth grade students remain below the basic proficiency threshold in mathematics. While improvements among higher-performing students contributed to slight gains, lower-performing students lagged behind at an average rate of 26 percent, further illustrating the uneven nature of progress.
“The federal government gave $192 billion primarily to state agencies and school districts to turn around educational challenges resulting from COVID, and all we have to show for it four years later is a doubling of staff and a couple of point increase in math among a small percentage of students,” said CER’s Allen. “It’s unconscionable.”
Additional data and analysis to determine the implications of the latest news and how states that have performed worse or better have achieved those results will be CER. Follow us on and message CER via X @edreform and visit NAEP on the web at edreform.com.
About NAEP: Long considered the gold standard of educational achievement, the congressionally-mandated NAEP is designed to measure the general state of education, using a representative sample of students from every state, subgroup and most education sectors. Whereas every state grades their various student assessments on a curve, setting “cut scores” that allow someone to pass even if they’ve failed to get most of the questions correct, NAEP does none of that. It scores the answers to expected knowledge at the various levels based on whether it was right or wrong, and not just close.
About CER: Founded in 1993, the Center for Education Reform (CER) aims to expand educational opportunities that lead to improved economic outcomes for all Americans — particularly our youth — ensuring that the conditions are ripe for innovation, freedom, and flexibility throughout U.S. education.
To talk to education leaders or experts around the country from among CER’s extensive partner network, contact CER at 202-750-0016.
Publisher's note: A free press is critical to having well-informed voters and citizens. While some news organizations opt for paid websites or costly paywalls, The Highland County Press has maintained a free newspaper and website for the last 25 years for our community. If you would like to contribute to this service, it would be greatly appreciated. Donations may be made to: The Highland County Press, P.O. Box 849, Hillsboro, Ohio 45133. Please include "for website" on the memo line.