Decline in Reading and Math Scores Among High School Students

News Summary

Recent data reveal a concerning trend in U.S. high schools, with 12th graders recording their lowest reading and math scores in over two decades. 32% of seniors scored below basic proficiency in reading, and 45% in math. Factors contributing to this decline include increased screen time, fewer books read in classrooms, and shifts in teaching methods. The education system is urged to address these issues to improve academic performance.

Washington, D.C. – High school students across the United States have recorded a decade-long decline in reading and math performance, according to newly released data from the National Assessment of Education Progress (NAEP), known as the nation’s report card. The scores of 12th graders in these subjects have fallen to their lowest levels in over 20 years, reflecting a worrying trend that has persisted through various educational challenges.

The findings, released on Tuesday, indicate that 32% of high school seniors scored below basic proficiency in reading, while a staggering 45% fell below this level in math, marking the highest percentage of underperformance since 2005. The average reading score for 2024 was the lowest recorded since the inception of the NAEP in 1992. Furthermore, only one-third of high school seniors are now considered prepared for college-level math, down from 37% in 2019.

These assessments, which are the first since the COVID-19 pandemic for 12th graders in reading and math, and for 8th graders in science, indicate further decline in academic performance. The results confirm a downward trajectory identified in previous NAEP releases, with 8th-grade students also demonstrating significant declines in science skills.

Matthew Soldner, the acting commissioner of the National Center for Education Statistics, noted that scores for the lowest-performing students are presently at historic lows. Experts attribute this continuous decline to several factors that extend beyond the pandemic, such as increased screen time, reduced attention spans, and the current educational focus on shorter texts that offer limited engagement.

Additionally, a noticeable shift has occurred in the teaching methods for English and Language Arts, resulting in fewer books being read in high school classrooms. It is now reported that some classes assign as few as three books per academic year compared to approximately 20 two decades ago. This limits students’ exposure to diverse literary experiences and the critical thinking skills fostered by comprehensive reading.

As the conversation around educational effectiveness continues, Education Secretary Linda McMahon highlighted the urgent need for states to acquire greater control over education funding in light of widening achievement gaps. In contrast, House Democrats, including some representatives, have voiced concerns that dismantling the Education Department could exacerbate educational inequities and adversely affect student outcomes.

Widening performance gaps are evident across grade levels, particularly noticeable in eighth-grade science and twelfth-grade math. Gender disparities have also re-emerged, with girls experiencing a sharper decline in their scores since 2019. Furthermore, a decrease in engagement in critical inquiry-based learning activities among eighth graders has been reported, which are essential for grasping scientific concepts.

Experts suggest that the downward trend in academic performance began even before the pandemic, indicating that various systemic issues may have contributed. Schools faced evident challenges in offering hands-on learning experiences during the pandemic, which has substantially affected student engagement and comprehension skills.

The most recent test scores are based on data collected from students between January and March 2024. As the education system seeks to address these alarming trends, stakeholders are urged to examine the underlying causes of the decline and reevaluate instructional methods to better support students’ academic growth moving forward.

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