The Learning Recession: A Deeper Look into Declining Education Scores
A recent report highlights a concerning trend in American education: a steady decline in math and reading scores that began well before the COVID-19 pandemic. This revelation, part of the annual Education Scorecard, challenges the assumption that these educational setbacks were solely pandemic-induced.
The findings from researchers at Stanford, Harvard, and Dartmouth suggest that the roots of this “learning recession” stretch back over a decade. According to Stanford’s Sean Reardon, “Particularly in reading, test scores were going down for four to six years before the pandemic.” Reardon points out that this trend began around 2013, following a period of significant learning gains. “The average fourth-grader in 2013 could perform the same math skills as the average sixth-grader could in 1990,” he notes, underscoring the potential for educational recovery.
Tom Kane from Harvard offers two theories for this decline. The first is the reduced emphasis on the No Child Left Behind Act, a federal law that once held schools accountable for low test scores. “Under No Child Left Behind, school leaders every year had to be nervous the day that their test results were being announced,” Kane explains. The second theory involves the rise of social media, which coincided with the downturn in scores, although the exact impact remains uncertain.
Despite these challenges, there is a glimmer of hope. Last year’s data showed improvements in math scores across most states, suggesting an end to the learning recession might be on the horizon. Reading improvements, while slower, are also evident in certain areas. Notably, states that have embraced phonics and the science of reading are seeing promising results.
In Maryland, for example, Baltimore City’s schools have made significant strides by adopting these methods. Teacher Kimberly Lowery successfully guided three-quarters of her kindergarten class to become grade-level readers or better. Sonja Brookins Santelises, CEO of Baltimore City schools, has been instrumental in this shift. “The first thing that it did mean was that we all learn together how young people learn to read,” she states. Brookins Santelises moved away from the whole language approach, firmly committing to the science of reading. Her directive was clear: “There are other districts in Maryland that are doing whole language, and you are free to go there. We are not doing that in Baltimore City.”
During the pandemic, Baltimore students maintained more of their educational ground compared to peers in similarly challenged districts, and by 2022, reading scores in the city were on the rise.
In Mrs. Lowery’s kindergarten class, the atmosphere is lively and encouraging. After a playful session of breaking down word sounds, she reminds her students they are “super-duper smart,” reinforcing the positive learning environment that has contributed to their success.
Cory Turner, NPR News, Baltimore, Maryland.
