The latest release of the National Assessment of Educational Progress (NAEP), often called The Nation’s Report Card, carries sobering news. U.S. high school seniors scored their lowest results in reading since 1992 and their weakest math performance since 2005. These findings are not just statistics—they signal a deeper concern about the academic readiness of the next generation.
The Numbers Behind the Decline
Across the nation, the 2024 results show broad movement in the wrong direction by clear, measurable margins. In grade 12 mathematics, the national average score fell by 3 points from 2019 and now sits 3 points lower than the first assessment on the current framework in 2005. Forty five percent of seniors scored below the Basic level, the highest share ever reported, and only thirty three percent are deemed ready for college level math, down from thirty seven percent in 2019.
In grade 12 reading, the national average declined by 3 points since 2019 and is 10 points lower than in 1992, with thirty two percent of seniors below Basic. The distribution shifted most at the bottom in both subjects. Scores declined at the tenth, twenty fifth, fiftieth, and seventy fifth percentiles, while the ninetieth percentile was generally flat, indicating that lower performing students absorbed the largest losses.
Group patterns add important context without explaining causes. In reading, average scores for female students fell while male averages held steady between 2019 and 2024. In math, average scores declined across every category of parental education, and the decline was visible at the twenty fifth percentile within those categories.
These national results come from large, representative samples and consistent digital administration. The grade 12 reading assessment included about twenty four thousand three hundred students across about one thousand five hundred schools, and the grade 12 mathematics assessment included about nineteen thousand three hundred students across about one thousand five hundred schools. All testing was conducted on Surface Pro tablets or Chromebooks during January through March 2024. Related grade 8 science results also weakened, with the national average 4 points lower than in 2019 and not significantly different from 2009, and with declines recorded at all five selected percentiles.
Why Did This Happen?
Several forces have converged to drive down performance, and they extend beyond the immediate impact of the pandemic. The academic environment has been shaped by demographic changes, resource distribution, and shifting educational policies. Many schools in low income areas face shortages of qualified teachers, outdated materials, and fewer opportunities for enrichment. These inequities create gaps that widen as students progress through the system, making national averages appear worse because so many students never receive the same baseline opportunities.
Curricular trends have also played a role. Debates over reading instruction and the uneven adoption of evidence based methods have left large numbers of students without consistent approaches to literacy. In mathematics, instructional time has often been curtailed in favor of test preparation or reallocation to other subjects, leaving students with less practice and fewer opportunities to develop quantitative reasoning. Variability across states and districts means that while some students receive rigorous preparation, others face fragmented instruction that cannot be measured by national standards alone.
Another contributing factor is attendance and engagement. Chronic absenteeism rose sharply in recent years and remains elevated, particularly in communities facing economic hardship. When students miss large portions of the school year, the cumulative learning loss is profound and difficult to recover. Reduced participation in enrichment activities such as science labs, field trips, and applied learning further limits exposure to skills that reinforce classroom lessons. These systemic issues combine to explain why the downturn has been so broad and persistent.
Why It Matters
The test results reflect challenges that extend beyond classrooms into the wider fabric of society. Weak performance in reading and math often predicts lower rates of high school completion and diminished access to higher education. When fewer students are able to meet college readiness benchmarks, institutions must devote more resources to remedial instruction, which delays progress toward degrees and increases dropout risks. The effect cascades into the labor market, where workers without strong literacy and numeracy are less likely to access stable, well paying jobs.
The economic implications are significant. Countries that sustain strong performance in core academic skills tend to report higher levels of productivity and innovation. By contrast, a workforce entering with weaker skills limits growth potential and may increase reliance on social support systems. This also raises concerns for national competitiveness, since other nations continue to make gains in international assessments while U.S. averages slip.
There are also civic consequences. Reading ability underpins informed participation in democracy, from understanding policy proposals to evaluating news sources. Without these skills, young adults may be more vulnerable to misinformation and less equipped to engage in complex public debates. Math literacy, meanwhile, informs decision making in areas such as financial planning, health choices, and understanding statistics that shape public policy. These broader impacts underscore why declining scores matter for every sector of society, not just schools.
The Path Forward
Improving these results will require sustained, coordinated effort across schools, families, and policymakers. One important step is building continuity across grade levels so that gains in elementary school do not fade by high school. Aligning standards, assessments, and instructional practices ensures that students progress on a clear trajectory rather than encountering abrupt shifts in expectations that leave them unprepared.
Another priority is expanding access to early interventions. Students who struggle in the early grades often remain behind for years, which contributes heavily to poor performance in high school. Identifying learning gaps through regular screening and intervening with targeted support can prevent small setbacks from becoming long term barriers.
Policy stability is also essential. Frequent changes in testing requirements and funding structures create uncertainty that distracts educators from instruction. Long term commitments to evidence based reforms allow schools to plan and measure progress consistently. Investments in reliable data systems and transparent reporting will ensure that problems are identified early and that effective practices can be scaled.
Community involvement can further strengthen recovery. Partnerships between schools, local organizations, and businesses can provide tutoring programs, mentorship opportunities, and internships that connect learning with real world application. Such efforts increase relevance and engagement, helping students see the value of academic achievement beyond the classroom.
Finally, global competitiveness should remain in view. International comparisons show that countries that prioritize rigorous curricula, teacher training, and equitable funding maintain stronger results. Drawing lessons from these systems can inform domestic reforms and place U.S. students on a more competitive footing.
My Personal RX on Supporting Our Kids’ Learning Journey
As a physician and health advocate, I believe education and health are intertwined. Stress, poor nutrition, and lack of structure directly affect learning and cognitive performance. Here are my recommendations for parents, educators, and communities to help children thrive:
- Prioritize Healthy Meals: Nutrition impacts brain performance. Mindful Meals can help families prepare balanced, brain-friendly recipes that keep students energized and focused throughout the day.
- Encourage Daily Reading: Even 20 minutes a day can improve literacy skills. Reading together as a family makes it a shared habit rather than a chore.
- Support Mental Health: Create open conversations about stress, anxiety, and emotional well-being. Simple routines like mindfulness practices can ease pressure and improve focus.
- Ensure Quality Sleep: Teenagers need 8–10 hours of sleep. Proper rest enhances memory consolidation and academic performance.
- Promote Regular Exercise: Physical activity boosts blood flow to the brain, improving alertness and concentration.
- Hydrate Well: Dehydration can impair attention and problem-solving. Encourage water over sugary drinks.
- Balance Technology Use: Set clear boundaries for recreational screen time and encourage intentional, supervised use of learning tools.
- Stay Engaged in School: Attend parent-teacher meetings and review homework together. Engagement reinforces accountability.
- Build Strong Routines: A consistent schedule for meals, study, and rest reduces stress and enhances productivity.
- Support Gut-Brain Health: Supplements like MindBiotic nurture gut health, which influences mood, focus, and overall brain performance.
Our children’s education crisis is real, but it is not irreversible. By combining evidence-based educational strategies with strong health practices at home, we can give the next generation the tools they need to succeed.
Sources:
- The 74. (2024, September 12). COVID worsened long decline in 12th graders’ reading, math skills. https://www.the74million.org/article/covid-worsened-long-decline-in-12th-graders-reading-math-skills/
- Associated Press. (2024, September 10). US high school students lose ground in math and reading. https://apnews.com/article/c18d6e3fbc125f12948cc70cb85a520a
- National Assessment Governing Board. (2024). 10 Takeaways from 2024 NAEP Results. https://www.nagb.gov/powered-by-naep/the-2024-nations-report-card/10-takeaways-from-2024-naep-results.html
- Harvard Health Publishing. (2022). The gut-brain connection. https://www.health.harvard.edu/diseases-and-conditions/the-gut-brain-connection
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