View in EDS

Puzzling over Declining Academic Achievement. EdWorkingPaper No. 25-1197

Saved in:
Bibliographic Details
Title: Puzzling over Declining Academic Achievement. EdWorkingPaper No. 25-1197
Language: English
Authors: James H. Wyckoff, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2025.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 23
Publication Date: 2025
Document Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Descriptors: Elementary Secondary Education, Achievement Gains, Academic Achievement, Scores, COVID-19, Pandemics, National Competency Tests, Low Achievement, Accountability, School Role, Educational Finance, Common Core State Standards, Telecommunications, Handheld Devices, Social Media, Board of Education Policy, State Policy, At Risk Students, Federal Legislation, Educational Legislation
Laws, Policies and Program Identifiers: No Child Left Behind Act 2001
Assessment and Survey Identifiers: National Assessment of Educational Progress, Trends in International Mathematics and Science Study
Abstract: Many are concerned about the large decline in K-12 student achievement since 2019. And rightly so, given what it signals about student learning and later life outcomes. Less noted is the pre-pandemic sustained decline in student achievement growth that followed 30 years of increases. We examine the nature of achievement decline as measured by national and state NAEP scores to better understand the magnitude of these pre-pandemic losses, where and when they occurred, and which students were most affected. We then discuss some of the hypothesized causes of the achievement declines and briefly reconcile these hypotheses with the available evidence. Our analysis suggests that pre-pandemic achievement declines are large, began earlier than commonly thought, vary substantially among states, and that a good portion of the pandemic learning losses have their roots well before 2020. These achievement declines likely result from several influences that vary across states and over time. Improving student achievement, especially among lower-performing students, will require a systematic shift in education policy.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED674096
Database: ERIC
Description
Abstract:Many are concerned about the large decline in K-12 student achievement since 2019. And rightly so, given what it signals about student learning and later life outcomes. Less noted is the pre-pandemic sustained decline in student achievement growth that followed 30 years of increases. We examine the nature of achievement decline as measured by national and state NAEP scores to better understand the magnitude of these pre-pandemic losses, where and when they occurred, and which students were most affected. We then discuss some of the hypothesized causes of the achievement declines and briefly reconcile these hypotheses with the available evidence. Our analysis suggests that pre-pandemic achievement declines are large, began earlier than commonly thought, vary substantially among states, and that a good portion of the pandemic learning losses have their roots well before 2020. These achievement declines likely result from several influences that vary across states and over time. Improving student achievement, especially among lower-performing students, will require a systematic shift in education policy.