American high school students are scored at historic lows in reading and maths, with the widening achievement gap prompting urgent calls for targeted educational reforms amid concerns for future workforce readiness.
Scores for American 12th-graders in math and reading have continued to decline, reaching historic lows in national assessments, according to data released in 2025. This persistent downward trend, which began long before the COVID-19 pandemic, saw average scores in both subjects fall to their lowest levels since the current tests were introduced. Notably, nearly half of high school seniors scored below the “basic” level in math, which implies a lack of essential skills such as applying statistical reasoning and interpreting data from tables and graphs. Similarly, nearly one in three seniors scored below basic in reading, with the lowest-performing students scoring markedly lower than their counterparts did decades ago. These findings come from the National Assessment of Educational Progress (NAEP), often referred to as the Nation’s Report Card. Acting director of the Institute of Education Sciences, Matthew Soldner, emphasised the critical nature of these declines, warning that only about one-third of seniors are ready for college-level work and calling for focused action to accelerate learning.
The declines are reflected not only in high school but also across younger grades and subjects. Eighth-grade science scores fell below 2019 levels, erasing gains made since 2009, and the achievement gaps between high- and low-performing students have widened. A report from the Trends in International Mathematics and Science Study (TIMSS) highlights significant drops in math scores for fourth- and eighth-graders since 2019, with scores falling by 18 and 27 points respectively. While science scores have remained more stable in the short term, overall declines since the mid-1990s are apparent. These results underscore a broader national struggle with academic performance, beyond the immediate pandemic disruptions.
The pandemic worsened a decline that had begun years earlier. For example, fourth-grade reading proficiency rates dropped from 35% in 2019 to 31% in 2024, with the share of students reading below NAEP’s basic level reaching the largest in the assessment’s history. Analysis reveals that the lowest-performing students in recent years are scoring lower than similar cohorts did 30 years ago. Chronic absenteeism and educational interruptions during the pandemic have impeded recovery efforts, especially in high-poverty areas. Furthermore, the depletion of pandemic relief funds has shifted focus toward long-term recovery strategies, with researchers urging states to reallocate resources towards targeted educational interventions.
Among the groups hit hardest by these academic downturns are girls in STEM subjects. Prior to the pandemic, girls in many districts had closed or even surpassed boys in math scores, but recent data show boys outperforming girls in about 90% of districts. The causes include disrupted programs that previously bolstered girls’ engagement and confidence in STEM, coupled with instructional shifts that have tended to favour boys’ learning styles. Educators have responded by implementing new initiatives to re-engage girls through gender-balanced STEM recruitment, equitable classroom practices, and hands-on, inquiry-based learning to restore critical thinking and resilience.
The response from policymakers is varied and often contentious. Education Secretary Linda McMahon characterised the results as confirming a “devastating trend” despite high federal spending on K-12 programs. She and former President Trump have advocated for returning more education control to state authorities, arguing that states are better positioned to innovate and tailor education to local needs. However, concrete evidence detailing how such decentralization would improve these troubling outcomes remains limited. The Trump administration has even proposed closing the Department of Education, citing NAEP data as proof of system failure, though this idea has faced considerable pushback.
As the nation confronts the persistent educational challenges highlighted by these assessments, experts call for concerted and strategic action. These must include addressing inequities amplified by the pandemic, developing targeted interventions for struggling students, enhancing literacy and mathematics instruction, and fostering inclusive environments that support all learners, especially girls in STEM fields. The long-term academic health of American students—and by extension, the workforce and society—depends on urgent, focused measures informed by these sobering assessments.
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Source: Noah Wire Services
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emerged. We’ve since applied our fact-checking process to the final narrative, based on the criteria listed
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warrant further investigation.
Freshness check
Score:
10
Notes:
The narrative presents recent data from the National Assessment of Educational Progress (NAEP), released on September 9, 2025, indicating a decline in 12th-grade math and reading scores to historic lows. This is the first publication of these specific findings, confirming the freshness of the content.
Quotes check
Score:
10
Notes:
Direct quotes from Matthew Soldner, acting director of the Institute of Education Sciences, and Education Secretary Linda McMahon are included. These quotes are unique to this report, with no prior online matches found, suggesting original or exclusive content.
Source reliability
Score:
10
Notes:
The narrative originates from The Washington Post, a reputable and established news organisation, enhancing the credibility of the information presented.
Plausability check
Score:
10
Notes:
The reported declines in 12th-grade math and reading scores align with previous NAEP findings, such as the 2024 results showing similar trends. The inclusion of specific figures and direct quotes from authoritative sources supports the plausibility of the claims.
Overall assessment
Verdict (FAIL, OPEN, PASS): PASS
Confidence (LOW, MEDIUM, HIGH): HIGH
Summary:
The narrative presents original, fresh content from a reliable source, with direct quotes and specific data supporting the reported decline in 12th-grade math and reading scores. No significant credibility issues were identified.
