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Axios
14-02-2025
- General
- Axios
Students struggle to recover from COVID learning loss
American students are half a grade level behind pre-pandemic achievement levels in math and reading, according to an Education Recovery Scorecard report released on Tuesday. Why it matters: No state showed improvements in both math and reading from 2019 to 2024, according to the Nation's Report Card — a national assessment of math and reading achievement. High-income districts are four times more likely to have recovered, according to the Education Recovery Scorecard, which combines results from the Nation's Report Card assessment and state test scores. The slide in test scores "masks a pernicious inequality: scores have declined far more in America's middle- and low-income communities than its wealthy ones," Sean Reardon, director of Stanford's Educational Opportunity Project, said in a statement. By the numbers: 17% of students between third and eighth grade are in districts with average math achievement above 2019. 11% are in districts that have recovered in reading, and 6% are in districts that have recovered in both reading and math. More than 100 districts performed above pre-pandemic levels in both math and reading. Between the lines: Louisiana is the only state that showed slight improvements in both math and reading, according to the Education Recovery Scorecard report. Zoom out: Chronic absenteeism, which worsened during the pandemic, has started to show improvements, per the report. But it slowed academic recovery, especially in high-poverty districts. In 2019, the national rate was 15%. That nearly doubled to 29% in 2022 and dropped slightly to 26% in 2023. In the 20 states with data through Spring 2024, chronic absenteeism fell by an additional two points. "The full impact of the rise in absenteeism is not yet clear," the report said. What's next: Researchers urged states and districts to redirect funding toward interventions, now that federal pandemic relief has dried up. They also said mayors, employers and other leaders should help in addressing chronic absenteeism so that all of the burden doesn't fall on schools. The bottom line:"The rescue phase is over," Tom Kane, director of Harvard's Center for Education Policy Research said in a statement. "The federal relief dollars are gone. It is time to pivot from short-term recovery to longer term challenges such as reducing absenteeism and addressing the slide in literacy." Editor's note: This story was updated to clarify that while the Nation's Report Card found no states improved in both math and reading, the Education Recovery Scorecard found one exception, Louisiana. Go deeper: American students' reading skills drop to record lows
Chicago Tribune
05-02-2025
- Politics
- Chicago Tribune
Editorial: The joy of reading and the Illinois crisis stealing it away
Literacy is a gift we give our children. It's reading a poem by, say, Joseph Bruchac and understanding not just the words, but the emotions behind them: 'The old man must have stopped our car two dozen times to climb out and gather into his hands the small toads blinded by our lights and leaping, live drops of rain.' The full poem, titled 'The Old Man,' is part of a real fourth-grade reading assignment on the National Assessment of Educational Progress, a standardized test measuring student performance across the country. Students are asked to examine how the speaker and the old man feel about the toads and explain the difference using evidence from the poem. This is one way the test assesses whether a child is proficient in reading. The unfortunate truth? Too many Illinois students are not. In 2024, just 30% of fourth graders across Illinois were proficient in reading, according to the Nation's Report Card. In 2019, 34% of Illinois fourth graders were proficient in reading. That's a significant decline and a clear sign that our current approach is failing. A proficient fourth grader can read a poem or story and describe how characters influence one another. They can make inferences from what they read. By contrast, a student who isn't proficient can't do either of those things and may only be able to determine the meaning of familiar words. Every child who leaves school without the gift of literacy carries a burden — one that gets heavier as they get older. Without strong reading skills, school becomes frustrating. Learning turns into an experience of failure rather than discovery. Students lose confidence, disengage and fall further behind. Many eventually drop out, face job insecurity or even enter the criminal justice system. This literacy crisis affects children across the state — from East St. Louis to Springfield to the Chicago suburbs. The pandemic accelerated the decline, but our educational shortcomings were evident long before that. The question is: What are we going to do about it? State lawmakers had a chance to help low-income students by renewing the Invest in Kids Act, a scholarship program that helped children attend private schools that better fit their needs. But in 2024, Illinois legislators let it expire, stripping thousands of students of educational options. Now, a new opportunity has emerged. Republicans in Congress have introduced the Educational Choice for Children Act, a federal program that would provide tax-credit scholarships for K-12 students nationwide. Like Invest in Kids, this initiative would offer families a lifeline if their public school isn't meeting their child's needs. Of course, Chicago Teachers Union leadership will oppose this — but the reality is that school choice remains popular in Illinois, with a majority of residents supporting the concept. More importantly, choice introduces accountability into a system that, for decades, has faced little real competition. Martin West, academic dean at the Harvard Graduate School of Education and a member of the National Assessment Governing Board, sees a troubling trend in national test scores. NAEP data from the mid-1990s through 2010 showed progress in reading and math, particularly among low-income students. What changed? 'That was a period where there was more consistent emphasis on standards-based reform and holding schools accountable,' West told us. 'Most observers would agree that there's been a softening of accountability since then.' He's right. Schools, like any institution, need incentives to improve. Right now, there are no consequences when a school fails to prepare the majority of its students to read and do math at grade level. But when families have the option to leave, schools have to find a way to improve outcomes or risk losing students. That's what educational choice provides: a system that rewards excellence, rather than perpetuating failure. To be clear, though, we just as strongly support excellence in Illinois public schools and think every kid should have access to top-tier reading instruction. But the Nation's Report Card is clear: Illinois students are struggling. They need options. They need accountability. And they need a system that prioritizes their futures, not the politics of the adults in charge. If we continue down this path, we will continue robbing children of their potential. Literacy should not be a privilege — it should be a guarantee for all of Illinois' young people. And we have a shared responsibility to make sure every child receives that gift.
