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As the current US Supreme Court rejects Affirmative Action, news regarding the academic performance of 13-year-olds in the United States brings even more concern, with the latest National Assessment of Educational Progress (NAEP) scores revealing a significant decline, particularly among students of color. Math performance is now at its lowest level since 1990, while reading performance has hit its lowest point since 2004.
Although the decline in achievement extends across racial, socioeconomic, and geographical lines, particularly in math, vulnerable groups, including Black, Native American, and low-income students, experienced more significant drops in performance. These results emphasize the urgent need for targeted interventions to address the educational disparities faced by these students.
Although the COVID-19 pandemic seems to have exacerbated the challenges faced by American students and students all around the world, the downward trend in academic performance predates the health crisis. The NAEP exam, administered last fall, provides valuable insights into the impact of the pandemic on children’s learning across different ages and demographic groups.
The 13-year-olds who took the exam were 10 years old when the pandemic began, and many had to adapt to remote learning without constant adult supervision. However, this age range is a critical period for mastering foundational skills, such as multiplication and reading comprehension, making the decline in performance particularly concerning.
The NAEP exam is a valuable tool for research purposes. Unlike many other standardized tests, the results of NAEP do not lead to rewards or penalties for students, teachers, or schools, reducing the likelihood of cheating or teaching to the test. Looking ahead, a student survey conducted alongside the test revealed additional noteworthy findings. The percentage of 13-year-olds enrolled in algebra has declined from 34 percent in 2012 to 24 percent, raising questions about math education strategies. Furthermore, the percentage of 13-year-olds reporting reading for fun has also declined, with 31 percent stating they “never or hardly ever” read for enjoyment compared to 22 percent in 2012.
The concerning outcomes revealed in these scores demonstrate a notable decrease in academic performance since the 2019-2020 school year. These results highlight the long-lasting effects of educational setbacks faced by American students, particularly those from marginalized communities who continue to face disadvantages within an education system that remains largely segregated and unequal. The implications of these findings extend beyond the readiness of minority students to contribute meaningfully to the 21st-century US economy. When viewed alongside the recent affirmative action ruling, it becomes apparent that there is an ongoing, albeit unspoken, challenge affecting students of color in the United States.
