WASHINGTON: America’s children have continued to lose ground on reading skills in the wake of the COVID-19 pandemic and have made little improvement in math, according to the latest results of an exam known as the nation’s report card.
The findings are yet another setback for US schools and reflect the myriad challenges that have upended education, from pandemic school closures to a youth mental health crisis and high rates of chronic absenteeism. The national exam results also show growing inequality: While the highest-performing students have started to regain lost ground, lower-performing students are falling further behind.
Given every two years to a sample of America’s children, the National Assessment of Educational Progress is considered one of the best gauges of the academic progress of the US school system. The most recent exam was administered in early 2024 in every state, testing fourth- and eighth-grade students on math and reading.
“The news is not good,” said Peggy Carr, commissioner of the National Center for Education Statistics, which oversees the assessment. “We are not seeing the progress we need to regain the ground our students lost during the pandemic.”
Among the few bright spots was an improvement in fourth grade math, where the average score ticked up 2 points on a scale of 500. It’s still 3 points lower than the 2019 pre-pandemic average, yet some states and districts made significant strides, including in Washington, D.C., where the average score increased 10 points.
For the most part, however, American schools have not yet begun to make progress.
The average math score for eighth grade students was unchanged from 2022, while reading scores fell 2 points at both grade levels. One-third of eighth grade students scored below “basic” in reading, more than ever in the history of the assessment.
Students are considered below basic if they are missing fundamental skills. For example, eighth grade students who scored below basic in reading were typically unable to make a simple inference about a character’s motivation after reading a short story, and some were unable to identify that the word “industrious” means “to be hard working.”
Especially alarming to officials was the divide between higher- and lower-performing students, which has grown wider than ever. Students with the highest scores outperformed their peers from two years ago, making up some ground lost during the pandemic. But the lowest performers are scoring even lower, falling further behind.
It was most pronounced in eighth grade math: While the top 10 percent of students saw their scores increased by 3 points, the lowest 10 percent decreased by 6 points.
“We are deeply concerned about our low-performing students,” said Lesley Muldoon, executive director of the National Assessment Governing Board, which sets policies for the exam. “For a decade, these students have been on the decline. They need our urgent attention and our best effort.”
The latest setbacks follow a historic backslide in 2022. In that year’s exam, student achievement fell across both subjects and grade levels, in some cases by unprecedented levels.
But Carr said poor results can no longer be blamed solely on the pandemic, warning that the nation’s education system faces “complex challenges.”
A survey done alongside the exam found in 2022 that fewer young students were reading for enjoyment, which is linked to lower reading scores. And new survey results found that students who are often absent from class — a persistent problem nationwide — are struggling the most.
“The data are clear,” Carr said. “Students who don’t come to school are not improving.”
The results provide fresh fuel for a national debate over the impact of pandemic school closures, though they’re unlikely to add clarity. Some studies have found that longer closures led to bigger academic setbacks. Those slower to reopen were often in urban and Democratic-led areas, while more rural and Republican-led areas were quicker.
The new results don’t show a “direct link” on the topic, Carr said, though she said students clearly do better when they’re in school.
Among the states that saw reading scores fall in 2024 are Florida and Arizona, which were among the first to return to the classroom during the pandemic. Meanwhile, some big school systems that had longer closures made strides in fourth grade math, including Los Angeles and New York City.
The success of big urban districts — 14 of which saw notable improvement in fourth-grade math when the nation as a whole saw only minor gains — can be credited to academic recovery efforts funded by federal pandemic relief, said Ray Hart, executive director of the Council of Great City Schools. Investing in efforts like intensive tutoring programs and curriculum updates is “really proving to make a difference,” he said.
Republicans in Congress were quick to cast blame on Democrats and former President Joe Biden’s administration.
Rep. Tim Walberg, R-Michigan, chair of the House Education and Workforce Committee, said the decline is “clearly a reflection of the education bureaucracy continuing to focus on woke policies rather than helping students learn and grow.”
“I’m thankful we have an administration that is looking to reverse course,” he said in a reference to President Donald Trump.
Compared with 2019 results, eighth grade reading scores are now down 8 points. Reading scores are down 5 points in both grades. And in fourth grade math, scores are down 3 points.
Yet officials say there’s reason to be optimistic. Carr highlighted improvement in Louisiana, where fourth grade reading is now back above pre-pandemic levels, and in Alabama, which accomplished that feat in fourth grade math.
Carr was especially laudatory of Louisiana, where a campaign to improve reading proficiency resulted in both higher- and lower-performing students exceeding 2019 scores.
“I would not say that hope is lost, and I would not say that we cannot turn this around,” Carr said. “It’s been demonstrated that we can.”
US children fall further behind in reading, make little improvement in math on national exam
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US children fall further behind in reading, make little improvement in math on national exam
- The findings are yet another setback for US schools and reflect the myriad challenges that have upended education
- The national exam results also show growing inequality
Eating snow cones or snow cream can be a winter delight, if done safely
- As the storm recedes, residents of lesser-affected areas might be tempted to whip up bowls of “snow cream”
- Fassnacht said he tried “snow cream” for the first time last year when some students made him some
WASHINGTON: Take two snowballs and call me in the morning?
Dr. Sarah Crockett, who specializes in emergency and wilderness medicine, doesn’t explicitly tell her patients at New Hampshire’s Dartmouth-Hitchcock Medical Center to swallow snow, but she often prescribes more time outside. If that time includes eating a handful of ice crystals straight or adding ingredients to make snow cones and other frozen treats, she’s all for it.
“To stop and just be present and want to catch a snowflake on your tongue, or scoop up some fresh, white, untouched snow that’s collected during something as exciting as a snowstorm, I think that there’s space in our world to enjoy that,” Crockett said. “And while we need to make good choices, I think these are simple things that can bring joy.”
Getting outdoors to enjoy simple pleasures is unlikely to be front of mind for people in a 1,300-mile (2,100-kilometer) stretch of the United States where a massive weekend storm brought deep snow and bitter cold. Freezing rain and ice brought down power lines and tree limbs, leaving hundreds of thousands of homes without power or heating in the South, while snow upended road and air travel from Arkansas to New England.
As the storm recedes, residents of lesser-affected areas might be tempted to whip up bowls of “snow cream” — snow combined with milk, sugar and vanilla — after seeing techniques demonstrated on TikTok. Others might want to try “sugar on snow,” a taffy-like confection made by pouring hot maple syrup onto a plate of snow.
Despite its pristine appearance, snow isn’t always clean enough to consume. Crockett and other experts shared advice for digging in safely while digging out.
The science of snow
Whether it’s rain or snow, precipitation cleans the atmosphere, picking up pollutants as it falls, said Steven Fassnacht, a professor of snow hydrology at Colorado State University. But snowflakes pick up more impurities because they fall more slowly and have more exposed surface areas than raindrops, he said.
That means snow that falls near coal plants or factories that emit particulates into the air contains more contaminants, said Fassnacht, who was in Shinjo, Japan, last week studying the salt content of snow. He said he wouldn’t have hesitated to take a taste there because there weren’t any big industrial complexes upwind.
“Snow can be eaten, but you want to think about the trajectory. Where did that snow come from?” he said.
Timing is another consideration, according to Crockett. The first wave of snow holds the most particulate matter, she said, so waiting until a storm is well underway before putting out a bowl to collect falling snow is one precaution to take.
Ground contamination is an additional factor, experts say. Avoiding yellow snow, which may be tainted by urine or tree bark, is conventional wisdom, but it’s also a good idea to stay away from any snow pushed by snowplows and packed with road salt, deicing chemicals and debris.
Snack versus survival
What about eating snow to survive? Crockett, who oversees the wilderness medicine program at Dartmouth College’s Geisel School of Medicine, says that’s a bad idea.
The energy it takes to melt snow in your mouth as you’re eating it essentially counteracts the hydration benefit, plus it decreases your core body temperature and increases the risk of hypothermia. While outdoor enthusiasts who plan to spend days in the mountains often melt and boil snow to purify it for drinking, it shouldn’t be viewed as an immediate hydration source, she said.
“If you are disoriented on a local hike, I would say your number one priority is to try to reach out for help in any way you can, ... not ‘Can I eat enough snow?’” Crockett said.
Focus on rewards, not risks
Fassnacht, who has studied snow for more than 30 years, said he tried “snow cream” for the first time last year when some students made him some. He described it as a fun experience that got him thinking about flavors and textures, not contaminants.
“It’s a whimsical thing,” he said. “It made me think about what are the characteristics of that freshly fallen snow, and how does that change the taste sensation?”
Crockett likewise is a fan of finding inspiration and wonder in nature. She worries that overprotective parenting has contributed to anxiety in some young people, and that excessive warnings about eating snow could add to that.
“We have to strike that right balance of making sure we’re avoiding danger while not being so protective that we encourage this ‘Everything is going to harm me’ mentality, particularly for children,” she said.
Crockett has four children, including a daughter she described as a “passionate snow eater.” As the recent winter storm got underway, she asked her why she liked eating snow so much and was told, “It makes me feel connected to the Earth.”
“That is actually something that’s really important to me, that we all have this connection to nature,” Crockett said.
