Both of these statistics are also currently at their lowest points since their respective assessments began. Ironically, the average NAEP reading score appeared to be the highest when the assessment was first released in 1992, implying a steady downward trend. Contrarily, the math assessment scores illustrate a peak in 2013 (according to the National Assessment Governing Board).

Certain sources say that this peak can be attributed towards the large increase in student resources, such as the increase in laptop usage and accessibility in schools in the 2010s, but it is widely accepted that there is no concrete evidence explaining the 2013 peak. Conversely, the decline in math scores after the 2013 peak, as well as the steady downwards trend in reading, has led to large opinion and controversy, the biggest culprit being known to be COVID-19.

During the pandemic, many school districts resorted to online schooling. However, this created a lack of effectiveness as resources and overall focus online were both limited, leading to an ultimate decrease in learning. This decrease created a great disadvantage towards both teachers and students alike and thus negatively impacted the NAEP assessment scores.

However, while the global crisis can be known as a large component of this problem, other statistics show a decrease in state testing scores since the beginning of 2012. This can be attributed towards the large amount of absences students are having, but also towards the large amounts of screen time that a student has in a day.

Numerous studies have shown that students with high amounts of screen time often have lower grades, and especially struggle in reading and math. Screens have also been utilized in schools and are overall utilized greatly, explaining as to why the 2024 test scores were the lowest they have ever been.

The National Center for Education Statistics (NCES) demanded educational reform, as did the U.S. Secretary of Education. In fact, many officials have taken notice of this 2024 decline and have been implementing change since then. Tennessee has passed a bill dubbed as the “Educators’ Bill of Rights” which allows them to manage certain higher-level disruptions on their own and also gives them the means to revoke cell-phone use in the classroom.

Additionally, some students may utilize scholarships funded by federal tax credits for tutoring and after-school programs. These resources are designed to support all students, including low-income and minority students, and are scheduled to become available on Jan. 1, 2027. Schools are also increasing their focus on student attendance, with educators highlighting the connection between consistent presence and academic success. Finally, school officials are continuing to research updated English and math curricula to help students be fully prepared for national assessments such as the NAEP.

Because the NAEP does not count towards a student’s grade and results are kept private, students are often not compelled to give it their best try. This lack of incentive to put forth genuine effort hinders the effectiveness of NAEP tests to identify and address gaps in learning. It is imperative that students are motivated to take the test to assess their understanding. To combat this issue, schools should consider making the NAEP mandatory. This would place it alongside more competitive tests such as the SAT and ACT, which students put more effort into.

The NAEP testing for seniors is set for early 2026, where students, teachers, and officials will be able to see whether or not the current efforts being made are enough to stop this downward trend in education.