The recent National Assessment of Educational Progress (NAEP) results paint a mixed picture of student performance, offering both reasons for optimism and concern. While younger students are showing gains in reading and math, the data for 13-year-olds is less encouraging, highlighting the need for a closer look at middle school education. Personally, I find the shift in reading habits among students particularly intriguing, as it may indicate a broader cultural change in how we perceive and engage with literature.
A Glimmer of Hope for Younger Students
The NAEP report reveals that 9-year-olds have made solid gains in both reading and math. This is a significant development, especially considering the impact of the pandemic on early childhood education. Matthew Soldner, acting commissioner of the National Center for Education Statistics, expressed optimism about this trend, noting that even lower-performing students are showing improvement. What's more, the fact that these gains are observed across the board is encouraging. One possible explanation for this improvement is the age of the students; they were just 4 when the pandemic began, and their early school years were not disrupted by remote learning.
This development gives researchers hope that the nation can rebuild some of the educational ground lost before the pandemic. However, it's essential to recognize that this progress is not uniform across all age groups, as the next section will explore.
A Stagnant Picture for 13-Year-Olds
The NAEP report paints a less optimistic picture for 13-year-olds, with no significant improvement in reading or math scores compared to the last assessment. This is particularly concerning, as these students were in second or third grade during the pandemic. The disruption to their education during these critical years for literacy and math skills may be a significant factor in the stagnant performance. Reading scores, in particular, remain below pre-pandemic levels, affecting students from diverse backgrounds, including Hispanic, white, female, economically disadvantaged, and suburban students.
Lesley Muldoon, the executive director of the National Assessment Governing Board, emphasized the importance of addressing this lack of progress. She believes that this should serve as a catalyst for change, urging a focus on middle school education. The fact that the lowest-performing students are not showing any gains is a cause for concern and highlights the need for targeted interventions.
A Declining Interest in Reading
One of the most striking findings of the report is the decline in reading for pleasure among students. In 1984, 35% of 13-year-olds reported reading for fun on a daily basis. However, in 2022 and 2025, this number had dropped to just 14%. While the report doesn't delve into the reasons behind this trend, it's worth considering the potential impact of increased screen time and the changing nature of leisure activities among young people. This decline in reading for pleasure could have broader implications for literacy and critical thinking skills.
Math Progress Eroded for 13-Year-Olds
The NAEP report also reveals that the math progress made by 13-year-olds from 1978 to 2012 has largely been erased. The average math scores on the LTT for 13-year-olds improved by 21 points during this period, but the latest report shows that most of these gains have been lost. The lowest-performing students, in particular, are not showing any improvement compared to the 1978 math test results. This trend is concerning and underscores the need for a renewed focus on middle school math education.
The Future of NAEP
The NAEP long-term trend report is the last we'll see for a while, as the Trump administration made significant cuts to the U.S. Education Department in 2025. These cuts included layoffs and the cancellation of national and state assessments, including the next iteration of the NAEP tests. Students won't see these questions again until 2033, which raises questions about the long-term impact of these cuts on our understanding of student achievement. The future of NAEP and the data it provides is uncertain, leaving a gap in our ability to track educational progress.
In conclusion, the NAEP results offer a mixed picture of student performance, with reasons for both optimism and concern. While younger students are showing gains, the data for 13-year-olds is less encouraging, highlighting the need for a closer look at middle school education. The decline in reading for pleasure and the erosion of math progress are particularly concerning trends that require further investigation. The future of NAEP and the data it provides is uncertain, leaving a gap in our ability to track educational progress. As an educator and observer, I find these findings both fascinating and worrying, and I look forward to seeing how policymakers and educators respond to these challenges.
