The recent National Assessment of Educational Progress (NAEP) results reveal a mixed bag of news for young students, offering both reasons for optimism and concern. While 9-year-olds are making solid gains in reading and math, the story is less encouraging for 13-year-olds, who have seen their progress stall. This dichotomy raises important questions about the impact of the pandemic on education and the need for targeted interventions in middle school years.
A Glimmer of Hope for Younger Students
The NAEP report highlights a significant improvement in reading and math scores for 9-year-olds, a trend that is particularly heartening. Matthew Soldner, acting commissioner of the National Center for Education Statistics, notes that this improvement is not limited to high-performing students but extends to those who were previously performing below average. This is a crucial development, as it suggests that even those who started the pandemic at a disadvantage are now making progress.
One possible explanation for this positive trend is the age of the students. Having started school later, after most places had returned to full-time, in-person instruction, these students may have missed fewer key lessons in literacy and math during their early years of elementary school. This provides a glimmer of hope that the nation can rebuild some of the educational ground lost before COVID-19.
Stagnation for 13-Year-Olds
In contrast, the report paints a less optimistic picture for 13-year-olds. Despite the pandemic's backdrop for much of their elementary school experience, these students have shown no significant improvement in reading or math. Reading scores remain below pre-pandemic levels, and math progress has been largely erased. This stagnation raises serious concerns about the impact of disrupted learning on critical literacy and math skills.
Lesley Muldoon, the executive director of the National Assessment Governing Board, emphasizes the urgency of this situation. She argues that the lack of progress in 13-year-olds should serve as a catalyst for change, urging a focus on the middle school years. This is a critical period for building on foundational skills, and the current stagnation suggests a need for targeted interventions and support.
The Decline in Reading for Pleasure
Another concerning trend 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, by 2022 and 2025, this number had dropped to just 14%. This is a significant decline and raises questions about the role of reading in students' lives. While it is important to note that 9-year-olds are still reading for pleasure at a higher rate, the overall trend is worrying.
The Impact of Education Cuts
The NAEP report also sheds light on the impact of education cuts. This is the first long-term trend report released since the Trump administration began making cuts to the U.S. Education Department in 2025. These cuts, including layoffs and the cancellation of assessments, have disrupted the ability to measure student achievement and track progress over time. As a result, students won't see these questions again until 2033, a significant delay that could impact our understanding of educational trends.
Conclusion: A Call for Action
The NAEP results offer a mixed message, with reasons for both optimism and concern. While 9-year-olds are making solid gains, the stagnation for 13-year-olds is a cause for alarm. This dichotomy highlights the need for targeted interventions in middle school years and a renewed focus on reading for pleasure. Additionally, the impact of education cuts cannot be overlooked, as it threatens our ability to measure and improve educational outcomes. It is time for a collective effort to address these issues and ensure that all students have the support they need to succeed.
