Reading Decline Continues as U.S. Students Lag Behind Pre-Pandemic Levels
Kids are in a reading recession – Despite some bright spots in certain school districts, a concerning trend is emerging across the United States: reading test scores are steadily declining, marking what experts describe as a “reading recession.” This phenomenon, which has been unfolding for over a decade, shows no signs of abating even as schools work to recover from the disruptions caused by the COVID-19 pandemic. In contrast, math scores have seen modest improvements in many areas, though the overall picture remains complex.
The National Education Scorecard Reveals a Reading Decline
A comprehensive analysis by researchers at Harvard, Stanford, and Dartmouth has uncovered troubling data. By examining state test scores from third to eighth grade across more than 5,000 school districts in 38 states, they created a national Education Scorecard to track progress. The findings are stark: only five states and the District of Columbia recorded meaningful gains in reading scores between 2022 and 2025. Meanwhile, students nationwide are still roughly half a grade level behind pre-pandemic benchmarks, according to the National Assessment of Educational Progress (NAEP).
Thomas Kane, a Harvard professor who contributed to the Scorecard, explained that the pandemic acted as a catalyst, accelerating a pre-existing decline in reading achievement. “The pandemic was the mudslide that had followed seven years of steady erosion in achievement,” he said. This erosion, he noted, has been particularly evident in eighth-grade reading scores, which have fallen since 2013, and fourth-grade scores, which dropped starting in 2015.
States Embrace Reading Reform
While the national trend is grim, some regions have made strides by adopting evidence-based strategies. Among the states showing improvement, Louisiana, Maryland, Tennessee, Kentucky, and Indiana stand out. These jurisdictions mandated a shift toward phonics-based instruction, aligning with what researchers call the “science of reading.” This approach emphasizes systematic phonics teaching, which focuses on decoding words through letter-sound relationships—a method supported by decades of research.
Previously, many schools prioritized strategies like context-based word guessing, which some argue are less effective for early readers. The decline in reading scores over the past decade has prompted parents, educators, and advocates to push for reforms. As part of these efforts, several states have also implemented screening programs for learning disabilities such as dyslexia and provided coaching for teachers to refine their instruction. However, the success of these measures varies.
Not all states have seen gains despite adopting similar strategies. Florida, Arizona, and Nebraska, for instance, modified their reading curricula but still experienced falling scores. This suggests that while phonics-based methods are a critical component, they must be paired with additional support systems to yield significant results.
Modesto’s Efforts Highlight a Mixed Picture
Modesto, California, offers a case study in regional progress. Despite the national trend, the district has reported notable improvements. Reading instruction was overhauled during the pandemic, while math reforms began a couple of years earlier. To address language barriers, the district established a new department focused on helping English learners. Schools also invested in teacher training, offering $5,000 incentives for educators to complete a rigorous “science of reading” program called LETRS.
The results speak to the potential of targeted interventions. Modesto’s test scores have grown enough to reflect an additional 18 weeks of learning in math and 13 weeks in reading. Yet, the district’s overall scores remain below grade level, underscoring the need for continued investment. “It took a lot to rebuild systems, and now kids are learning at higher levels,” said one educator, reflecting the district’s ongoing commitment to improvement.
Urban Districts Show Glimmers of Hope
Urban areas, too, are beginning to see positive changes. Detroit, a large district long plagued by poor conditions, recently reported improvements in both reading and math scores. A 2016 lawsuit, in which students argued they had been denied the “right to read,” led to a $94 million settlement. This funding helped modernize school facilities and address systemic issues, contributing to better outcomes.
Even in similar urban districts across Michigan, Detroit’s progress has outpaced its peers. The district’s success highlights the importance of combining infrastructure upgrades with instructional reforms. However, challenges remain: Detroit’s scores are still below the national average, and many districts continue to struggle with resource allocation and staff training.
Researchers Seek to Unravel the Causes
The decline in reading scores has sparked debate among scholars about its root causes. One hypothesis points to the rise of smartphone usage and social media, which may have reduced the amount of recreational reading among children. As students spend more time on screens, they may be less inclined to engage with books, limiting their exposure to rich language environments.
Thomas Kane also noted that some states have relaxed strict consequences for schools failing to meet reading benchmarks. This shift could have dampened the urgency for improvement, allowing declines to persist. Nevertheless, the states that reversed the trend—particularly those that embraced phonics-based instruction—demonstrate that targeted strategies can make a difference.
Modesto’s experience aligns with this idea. By rethinking reading instruction and investing in teacher development, the district has managed to make progress. Yet, the journey is far from complete. “We’re still working toward the goal,” said a local administrator, acknowledging that while improvements are evident, the long-term impact of these efforts will take time to materialize.
As the Education Scorecard reveals, the U.S. is at a crossroads. While math scores have shown consistent growth, reading remains a challenge that requires sustained attention. The success of phonics-based methods in some regions offers a promising path forward, but it also highlights the need for tailored approaches. Schools must balance evidence-based practices with creative strategies, such as Nancy Barajas’s pre-test dance routine, to engage students and foster learning.
Ultimately, the fight against the reading recession is a national effort. From the classrooms of Modesto to the schools of Detroit, educators and policymakers are experimenting with new approaches. The question remains: how long will it take for these changes to fully reverse the decline and restore confidence in reading instruction across the country?
