A “learning recession” predating the pandemic

Student performance in the United States had already begun declining years before COVID-19. This is according to the latest Education Scorecard from researchers at Stanford University and Harvard University.

After decades of steady improvement between 1990 and 2013, test scores—particularly in math—began to fall. Reading scores followed a similar downward trend several years before the pandemic, indicating a long-term decline rather than a sudden disruption.

Possible causes behind declining performance

Reduced accountability policies

One contributing factor may be the rollback of accountability measures tied to the No Child Left Behind Act. Introduced in 2003, the law enforced strict performance benchmarks but was gradually relaxed starting around 2013.

Researchers suggest that easing these requirements may have reduced pressure on school systems to maintain academic gains.

Rising social media use

Another potential factor is the rapid increase in teen social media use beginning around 2013. Studies indicate that students who spend more time online tend to perform worse academically, widening achievement gaps.

Post-pandemic recovery trends

Gains in math

Between 2022 and 2025, most states showed measurable improvement in math, with Washington D.C. leading the gains.

Reading remains a challenge

Reading performance continues to lag behind. Only a handful of states have improved, while many remain stagnant or have declined further.

Despite recent progress, no state has returned to 2013 performance levels, and only one has reached pre-pandemic levels in both subjects.

Uneven recovery: the U-shaped pattern

The report highlights a “U-shaped” recovery pattern:

• Strong gains: highest- and lowest-income districts
• Weakest gains: middle-income districts

Federal pandemic relief funding likely played a key role, benefiting lower-income districts more significantly.

Literacy reforms linked to improvement

States that adopted “science of reading” approaches—focused on phonics—were the only ones to show reading gains.

A notable example is Baltimore, where early adoption of these methods led to sustained progress despite socioeconomic challenges.

Conclusion

The findings suggest that the U.S. education crisis predates COVID-19 and reflects deeper systemic issues. While recovery is underway, particularly in math, significant challenges remain in reading.

Experts emphasize that past decades of progress demonstrate that improvement is achievable with targeted and sustained policy efforts.