America's schoolchildren are still feeling the repercussions of the COVID-19 pandemic, as highlighted by the latest results from the National Assessment of Educational Progress (NAEP), commonly referred to as the nation's report card. The findings indicate that reading skills among fourth and eighth graders have continued to decline, while improvements in math remain insufficient as students grapple with widening achievement gaps.

According to the Associated Press, the most recent exam, conducted early in 2024, reveals that while some higher-performing students have regained lost ground, their lower-performing peers are falling further behind. NAEP Commissioner Peggy Carr expressed concern, stating, “The news is not good. We are not seeing the progress we need to regain the ground our students lost during the pandemic.”

The report shows that, on average, fourth-grade reading scores dropped to levels not seen since the first NAEP reading assessment in 1992, with 40% of fourth graders reading below the "NAEP Basic" level. This marks a further decline from previous years (as noted by Los Angeles Times), and troublingly, about a third of eighth graders are similarly categorized.

In terms of math, fourth-grade scores saw a slight uptick of just 2 points, although they remain significantly lower than pre-pandemic levels, with only Alabama registering a significant net gain for fourth graders compared to 2019 (Voice of America). Meanwhile, eighth-grade math scores remained unchanged from the previous year, failing to mark any real recovery.

The widening gap between the performance of the highest and lowest achievers is particularly alarming, with low-performing students scoring even lower than before. For instance, the top 10% of eighth graders improved their math scores, while the lowest 10% declined by 6 points, intensifying the cries for urgent intervention in education policies (as summarized by ABC News).

The 2024 results provide further insight into the factors contributing to these continued declines. A key observation noted by multiple sources is that chronic absenteeism remains a significant issue, with students missing critical in-class hours, thus impacting their ability to learn effectively. Carr pointed out, “The data are clear: Students who don't come to school are not improving.” As per findings from NPR, even while the rates of absenteeism have slightly decreased, it continues to profoundly affect those students who already struggle.

Some education experts argue that while the pandemic exacerbated pre-existing issues in educational performance, challenges persist that predate COVID-19, hinting at systemic issues within the education system that must be addressed. The ongoing debate over the implications of educational policies during and after the pandemic continues, with considerable criticism directed at both federal and local administrations for their handling of educational standards and priorities (CBS News).

Despite the grim outlook, there are pockets of improvement. States such as Louisiana have managed to recover some lost ground in reading proficiency, showcasing that targeted interventions in education can yield positive results. Carr remains optimistic, stating, "I would not say that hope is lost, and I would not say that we cannot turn this around," reflecting a sentiment echoed by many educators looking for actionable change in the U.S. educational landscape.

For complete insights and statistics, refer to the full reports available through NAEP.