A recent social media post by Daniel Buck, known as "Youngest Old Man in Ed Reform," highlighted a significant and long-standing decline in American student reading and writing scores, noting that this trend "predates the pandemic." The observation draws attention to persistent educational challenges, particularly evident in data from the National Assessment of Educational Progress (NAEP).
NAEP data reveals that average reading and mathematics scores for 13-year-old students have shown no significant improvement in recent assessments, with reading scores remaining at levels similar to 1971. Furthermore, most of the math gains achieved by 13-year-olds since 1978 have been erased. For 12th graders, reading scores peaked in 2009 and steadily declined over the subsequent decade, indicating a downturn that began well before the COVID-19 pandemic.
The state of writing proficiency among American students presents an even more concerning picture. Since 1998, fewer than one in four high school graduates have achieved proficiency in writing, according to NAEP assessments. Technical issues prevented the reporting of 2017 writing assessment results for grades 4 and 8, and the current NAEP schedule through 2033 does not include future writing assessments, making recent trend analysis challenging.
Experts and education reformers point to several factors contributing to these declines, including the pervasive influence of smartphones and social media, as well as a "low-expectations theory" suggesting schools have become less demanding. Daniel Buck, a teacher and public school administrator, often advocates for stricter teaching methods and a return to traditional academics, criticizing modern pedagogical approaches he believes contribute to declining standards.
While overall trends show a decline, some states have demonstrated success in improving literacy outcomes. Mississippi and Louisiana, for instance, have seen gains in reading performance for younger students through targeted literacy policies and emphasis on foundational skills like phonics. These examples suggest that focused interventions and a commitment to rigorous standards can help reverse the broader national decline in student achievement.
