Kids are in a ‘reading recession,’ as test scores continue to decline

Kids are in a ‘reading recession,’ as test scores continue to decline

The Reading Recession: A National Trend

Kids are in a reading recession – In Modesto, California, elementary school teacher Nancy Barajas dims the lights, activates a disco ball, and plays music from her playlist before administering key assessments. Her sixth graders gather for a group dance as a “pre-celebration,” aiming to elevate their confidence ahead of the exam. While this routine has brought modest gains in reading and math for local schools, the broader picture across the U.S. tells a different story. Researchers report a concerning decline in reading proficiency, marking what some call a “reading recession” that has been unfolding for years, predating the pandemic’s impact on education.

A comprehensive analysis of state test scores from third to eighth grade in over 5,000 school districts across 38 states reveals a national trend. The study, compiled by scholars at Harvard, Stanford, and Dartmouth, introduces a national Education Scorecard to compare performance across regions. The findings are stark: only five states and the District of Columbia showed meaningful growth in reading scores from 2022 to 2025. Meanwhile, students nationwide remain nearly half a grade level behind pre-pandemic reading benchmarks, with minimal progress in math. This divergence highlights a growing concern that reading achievement is in decline, despite efforts to recover from pandemic-related disruptions.

Reforms in Action: States and Districts Rise to the Challenge

Despite the national trend, some states and school districts have demonstrated measurable improvements. These gains are largely attributed to a shift toward phonics-based instruction, a method rooted in the “science of reading.” For years, reading instruction in many schools leaned on strategies that emphasized context clues and whole-language approaches, often sidelining systematic phonics. However, as reading scores fell over the past decade—beginning in 2013 for eighth graders and 2015 for fourth graders—calls for reform grew louder.

“The pandemic was the mudslide that had followed seven years of steady erosion in achievement,” said Thomas Kane, a Harvard professor and co-creator of the Education Scorecard.

As the National Assessment of Educational Progress underscored, the erosion in reading performance has been persistent. Yet, states that implemented phonics-focused curricula, such as Louisiana, Maryland, Tennessee, Kentucky, and Indiana, have seen positive outcomes. These reforms, coupled with additional support for struggling readers, have helped reverse the decline in some regions. However, the success of these strategies is not universal. Florida, Arizona, and Nebraska, for instance, adjusted parts of their reading instruction but still recorded drops in test scores, illustrating the complexity of educational recovery.

Modesto’s Progress: A Bright Spot in the Data

Modesto stands out as a district that has made strides in both reading and math. The district revamped its reading program during the pandemic and enhanced math instruction a few years prior. To address the challenges faced by students still learning English, Modesto established a dedicated support department. Educators in the area also participated in intensive training, earning $5,000 to complete the Language Essentials for Teachers of Reading and Spelling (LETRS) program, which emphasizes the science of reading.

These efforts have yielded tangible results. Modesto’s test scores increased enough to reflect an additional 18 weeks of math learning and 13 weeks of reading progress. While this is encouraging, the district’s overall scores remain below grade level, underscoring that the journey to full recovery is ongoing. The case of Modesto mirrors broader trends, where targeted interventions have helped some districts overcome systemic challenges, even as the national reading crisis persists.

The Science of Reading: A Shift in Teaching Methods

States that adopted the science of reading have seen the most significant gains. This approach, which prioritizes phonics, has been championed by parents, educators, and literacy advocates as a response to decades of research showing its effectiveness in teaching reading skills. By systematically teaching phonics, schools aim to help students decode words through sound patterns, a method that has gained traction in recent years.

Alongside curriculum changes, states have also taken steps to identify and support students with learning disabilities like dyslexia. New screening protocols and the hiring of reading coaches have been integrated into school systems to ensure teachers are equipped to address diverse learning needs. While these measures have contributed to improved outcomes in certain districts, they have not solved the issue entirely. The education scorecard reveals that progress varies widely, with some regions lagging behind despite similar efforts.

Another factor in the reading recession is the growing influence of social media on smartphones. Researchers suggest that the rise of digital platforms has reduced the amount of time students spend on recreational reading, potentially impacting their comprehension and engagement with texts. Additionally, the relaxation of strict consequences for schools failing to meet standardized test goals may have contributed to the slow pace of improvement. States that maintained accountability measures, however, have seen more consistent progress in reading and math scores.

Detroit’s Transformation: A Case Study in Systemic Change

Meanwhile, Detroit’s journey offers a compelling example of how systemic reforms can lead to measurable gains. The city’s large urban district faced decades of underfunded infrastructure and poor learning environments, culminating in a 2016 lawsuit where students claimed they had been denied the “right to read.” The settlement, which awarded over $94 million, funded improvements that have since supported better learning conditions.

As a result, Detroit’s test scores have risen faster than those of similar urban districts in Michigan. This progress underscores the importance of addressing both teaching methods and environmental factors in education. While the district still trails the national average, the combination of reading-focused instruction and increased school attendance has helped turn the tide. The district’s efforts align with a broader movement to prioritize literacy and create equitable learning opportunities.

The ongoing debate about the reading recession centers on its causes and solutions. While the shift to phonics-based instruction has proven effective in certain areas, challenges remain in scaling these strategies nationwide. Researchers continue to explore the role of technology, policy changes, and socioeconomic factors in shaping reading outcomes. For now, Modesto and Detroit serve as models of how targeted interventions can make a difference, even as the nation grapples with a deeper crisis in reading achievement. The path forward requires sustained investment, innovative teaching practices, and a commitment to addressing the root causes of this educational downturn.