The latest results from the National Assessment of Education Progress (NAEP) reveal that reading and math scores for 12th graders in the United States have reached their lowest levels in over two decades. The average reading score for high school seniors dropped to its lowest since the assessment’s inception in 1992, while the math scores were the lowest since significant changes were made to the assessment framework in 2005. This alarming trend highlights a broader decline in academic performance that has been a growing concern among educators.
Chantel Jiroch and Careshia Moore, co-authors of the book *Raising America: A Visual Celebration of Educators*, emphasized that the disruptions caused by the COVID-19 pandemic have significantly impacted student achievement across multiple demographics. They stated, “Education was drastically reshaped by the global pandemic, leading to decreased achievement across various subjects.”
Insights from Educators
The reality in classrooms mirrors these troubling statistics. Elizabeth McPherson, known on social media as Ms. Mac, remarked that the declining scores “absolutely” align with her daily experiences as a teacher. “Teachers have been sounding the alarm for years,” she commented. “It feels oddly ironic that with all of the over-testing we already put students through, it took yet another ‘more important’ test to confirm what we’ve been saying all along.”
In contrast, Matt Eicheldinger, a New York Times bestselling author, expressed skepticism about whether these scores reflect his observations. He noted that his interactions are limited to his specific school and district. Nonetheless, he acknowledged a concerning trend: a notable lack of reading outside the classroom, which he believes affects students’ focus and performance.
Another educator, Gabe Dannebring, who has built a significant following on social media, pointed out that students struggling academically tend to continue facing challenges without adequate intervention. In this context, the reasons behind the declining scores deserve further examination.
Underlying Issues Affecting Student Performance
Many educators attribute the drop in scores to societal changes rather than shortcomings in the education system itself. Nicholas Ferroni, a high school teacher with over 22 years of experience, stated that “declining scores have more to do with societal shifts than with schools.” He explained that increased cellphone use and screen time have led to students reading, writing, and thinking less, making it difficult for teachers to effectively engage students during limited class time.
Ferroni elaborated, “Technology and social media are rewiring students’ brains, impacting their focus and social skills.” He expressed concern for his students’ future, given the increasing competition for their attention from digital platforms.
Eicheldinger reinforced this point by highlighting a lack of understanding of academic rigor among students. He noted that students often struggle with longer tasks, such as reading lengthy passages or solving multi-step math problems, leading them to seek quick answers rather than deeply engaging with the material.
Chronic absenteeism also poses a significant barrier to student success. Dannebring pointed out that many students are missing school for various reasons, contributing to the overall decline in performance. He commented on the trend of diminishing attention spans, which he believes affects both students and adults.
McPherson added that in a culture of instant gratification, it is increasingly challenging to motivate students to embrace the learning process. She observed a decline in intrinsic motivation, stating, “Over the years, I’ve seen fewer students with that intrinsic drive to excel.”
Proposed Solutions for Improvement
The consensus among educators is that urgent action is needed to reverse the downward trend in academic performance. McPherson believes that children can achieve remarkable growth with the right support. “Teachers need to be invited into the conversation and truly listened to,” she said, emphasizing that real change takes time and requires setting clear expectations for students.
Dannebring outlined critical steps that can be taken to address these challenges: early interventions, active parental involvement, and measures to reduce absenteeism. He advocated for ensuring that students who fail classes have opportunities to retake them for better outcomes.
Eicheldinger stressed the importance of fostering a reading culture at home. “Reading proficiency is a large indicator of successful outcomes in education and life,” he remarked, urging parents to prioritize reading over screen time. He also suggested that reducing distractions from technology in the classroom could enhance student engagement.
Despite the ongoing challenges, Dannebring remains cautiously optimistic. He noted that schools are becoming increasingly aware of the data and are actively seeking strategies to combat chronic absenteeism.
McPherson echoed this optimism, stating, “I’ve witnessed incredible transformations in students who were given the right support and structure.” She believes that with high expectations and the right systems in place, students will rise to meet those challenges.
As educators continue to navigate these issues, the hope is that by addressing the root causes of declining scores, the education system can foster a generation of students who are not only proficient in reading and math but also equipped to thrive in a rapidly changing world.
