Rebecca Koenig Interim Senior Editorial Director | EdSurge Research
The latest release of the National Assessment of Educational Progress (NAEP), often referred to as the “nation’s report card,” shows that student performance in the United States continues to decline across key subjects, including math, science, and reading.
Eighth graders experienced a drop in average science scores for the first time since 2009. The assessment covers physical science, life science, and earth and space sciences. According to NAEP data, 38 percent of eighth-grade students performed below basic level—a benchmark indicating limited understanding of fundamental concepts such as plants’ need for sunlight—while only 31 percent reached proficiency.
Twelfth graders also showed declines. Their average math and reading scores fell by three points compared to 2019 results. The achievement gap between high- and low-performing students widened further; in math, this gap is now at its highest recorded level. Notably, 45 percent of high school seniors scored below basic in math—the largest share ever—meaning they struggle with tasks like determining probabilities from simple tables or descriptions. Only 22 percent scored at or above proficient in math. In reading, 32 percent were below basic and just over a third met proficiency standards.
The assessment also revealed that twelfth-grade students reported high absenteeism rates. Another finding was that parental education levels had little effect on performance among students in the lowest quartile.
Other trends included a resurgence of gender gaps: outcome disparities between male and female students in science widened after having narrowed previously; similar trends have been seen recently in mathematics since the pandemic.
Experts attribute ongoing struggles to factors such as teacher shortages, enrollment declines, and budget challenges faced by schools nationwide. Many education professionals say they feel fatigued by persistent downward trends over the past decade and express skepticism that political debates will lead to substantive improvements.
Federal issues have affected NAEP itself: recent contract disputes within the National Center for Education Statistics (which administers NAEP) led to delays in releasing results after mass firings and leadership changes—including the removal of Peggy Carr.
The broader U.S. education system has also undergone policy shifts such as a national school choice plan under Republican budgets that aims to move public funds toward private schools.
Political figures responded quickly to the new data. Congressman Tim Walberg (R-Mich.), chairman of the House Education and Workforce Committee, attributed declining scores to Democratic policies he described as “student-last.” Secretary of Education Linda McMahon stated: “The lesson is clear. Success isn’t about how much money we spend, but who controls the money and where that money is invested,” adding an argument for increased state control over education funding.
Some observers question whether giving states more authority would address root problems; state governments already manage most school policies and budgets. Experts note that score declines began before COVID-19 disruptions.
Latrenda Knighten, president of the National Council of Teachers of Mathematics, said these national assessments are important for comparing student performance across states but argued there needs to be more investment in teacher training: “The results shine a spotlight on the need for greater opportunity in high school mathematics across the country.” She called for expanded support for teachers through professional learning programs.
Robin Lake, director at the Center on Reinventing Public Education, pointed out several contributing factors: fewer qualified teachers entering classrooms due to struggling preparation programs; difficulty filling vacancies—especially in math—and less accountability pressure on schools with poor outcomes. Lake also noted ongoing disputes over curriculum choices such as tracking systems used to group students by perceived ability.
Christy Hovanetz from ExcelinEd warned that lessons from NAEP risk being overlooked amid political noise. She advocated balancing state autonomy with robust accountability measures tied directly to student outcomes—such as requiring evidence-based assessments and instructional materials statewide rather than lowering standards when performance slips. For example, Kansas recently adjusted its test scoring ranges—a move Hovanetz claims amounts to weakening expectations—joining other states like Illinois, Wisconsin, and Oklahoma in lowering benchmarks.
“It's truly the definition of insanity: to keep doing what we're doing and hoping for better results,” said Robin Lake from CRPE. “We're not getting them.”
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