Lifestyle
No ‘Green Shoots’ of Academic Recovery as 2022-23 Mathematics, Reading Scores of 13-Year-Olds Decline
Last Updated on July 26, 2024 by Daily News Staff
WASHINGTON /PRNewswire/ — The nation’s 13-year-olds showed the largest declines ever recorded on the National Assessment of Educational Progress (NAEP) long-term trend assessment (LTT) in mathematics, according to results released today by the National Center for Education Statistics (NCES). The average mathematics score for 13-year-olds declined 9 points between the 2019‒20 and 2022‒23 school years, and the average reading score declined 4 points over the same time period.
“The ‘green shoots’ of academic recovery that we had hoped to see have not materialized, as we continue to see worrisome signs about student achievement and well-being more than two years after most students returned for in-person learning,” said NCES Commissioner Peggy G. Carr. “There are signs of risk for a generation of learners in the data we are releasing today and have released over the past year. We are observing steep drops in achievement, troubling shifts in reading habits and other factors that affect achievement, and rising mental health challenges alongside alarming changes in school climate. The mathematics decline for 13-year-olds was the single largest decline we have observed in the past half a century. The mathematics score for the lowest-performing students has returned to levels last seen in the 1970s, and the reading score for our lowest-performing students was actually lower than it was the very first year these data were collected, in 1971.”
The data released today were collected between October and December 2022, during the 2022‒23 academic year. In mathematics, scores declined between 2019‒20 and 2022‒23 for most student groups. Scores declined for Black students, Hispanic students, American Indian/Alaska Native students, students of two or more races, and White students. Declines ranged from 6 points (for White students) to 20 points (for American Indian/Alaska Native students). Mathematics scores for Asian students were not measurably different comparing 2019‒20 and 2022‒23. Scores declined for girls as well as boys, across all regions of the country, and across all school locations. Mathematics scores for students attending Catholic schools were not measurably different comparing 2019‒20 and 2022‒23.
In reading, scores declined since 2019–20 for Black students, White students, and students of two or more races. Scores for Hispanic students, American Indian/Alaska Native students, and Asian students were not measurably different. Reading scores declined for 13-year-olds attending city, suburban, and rural schools, but were not measurably different for schools located in towns. Reading scores for students attending Catholic schools were not measurably different comparing 2019‒20 and 2022‒23.
“Prior to 2012, we had seen noticeable improvements in mathematics achievement and some improvement in reading achievement since the 1970s,” said NCES acting Associate Commissioner Dan McGrath. “Scores for 13-year-olds declined for the first time in both subjects between 2012 and 2020, beginning a downward trajectory that has lasted for more than a decade, and has not been reversed. Middle school is a critical time for students—a time when they are maturing academically as well as socially and emotionally. What happens for students in middle school can strongly influence their path through high school and beyond.”
Fewer Students ‘Reading for Fun’
“Reading for fun is strongly associated with higher achievement,” explained Commissioner Carr. “Yet fewer students, especially lower-performing students, are reading for fun compared to a decade ago. Aside from its academic effects, reading opens the mind and the heart to new ways of seeing and thinking about the world. Many of our young people will never discover latent passions or areas of interest without reading broadly on their own time.”
The percentage of 13-year-olds who said they “never or hardly ever” read for fun has risen over the past decade; about one-third (31 percent) of 13-year-olds said they “never or hardly ever” read for fun in 2023, while 22 percent said they “never or hardly ever” read for fun in 2012.
Higher-performing students were more likely to read for fun; 51 percent of 13-year-olds scoring at or above the 75th percentile on the NAEP reading assessment reported reading for fun at least once per week, while 28 percent of students scoring below the 25th percentile reported reading for fun at least once per week.
Fewer Students Taking Algebra
There have been significant shifts in mathematics coursetaking since 2012. While about one-third of 13-year-olds (34 percent) in 2012 said they were currently taking algebra, that figure has declined to 24 percent in 2023. The percentage of 13-year-olds enrolled in pre-algebra has also declined since 2012; 29 percent of 13-year-olds in 2012 said they were currently taking pre-algebra, and that has declined to 22 percent in 2023. By contrast, the percentage of 13-year-olds taking regular mathematics has risen. In 2012, 28 percent of 13-year-olds said they were currently taking regular mathematics, and that has risen to 42 percent in 2023.
The data suggests this drop in algebra coursetaking is driven by the West region. In 2012, 51 percent of 13-year-olds in the West were currently enrolled in algebra; that has declined to 19 percent in 2023. There were no other measurable differences across the other regions.
Results by Subject
Mathematics
- The average mathematics score (271) for 13-year-old students was 9 points lower in 2023 than in 2020 and 14 points lower than in 2012 but was 5 points higher than in 1973.
- Mathematics scores declined between 2020 and 2023 across the performance distribution, with declines for students at the 10th, 25th, 50th, 75th, and 90th percentiles. There were greater declines for lower-performing students (students at the 10th and 25th percentiles) than their higher-performing peers at the 75th and 90th percentiles.
- The score declined 14 points for students at the 10th percentile, from 228 in 2020 to 213 in 2023.
- The score declined 12 points for students at the 25th percentile, from 255 in 2020 to 244 in 2023.
- The score declined 8 points for students at the 50th percentile, from 282 in 2020 to 274 in 2023.
- The score declined 6 points for students at the 75th percentile, from 307 in 2020 to 301 in 2023.
- The score declined 6 points for students at the 90th percentile, from 329 in 2020 to 322 in 2023.
- The mathematics score for students at the 10th percentile in 2023 (213) was not significantly different compared to the score for students at the 10th percentile in 1978 (213).
- Mathematics scores declined between 2019‒20 and 2022‒23 for most student groups. Scores declined by 13 points for Black students (from 256 to 243), declined by 10 points for Hispanic students (from 267 to 257), declined by 20 points for American Indian/Alaska Native students (from 275 to 255), declined by 8 points for students of two or more (from 285 to 277), and declined by 6 points for White students (from 291 to 285).
- The mathematics scores also declined for both male and female students, for students attending schools in all school locations, and for students from all regions of the country.
- Enrollment in algebra has declined since 2012 among 13-year-olds overall.
Reading
- The average reading score (256) for 13-year-old students was 4 points lower in 2023 than in 2020 and seven points lower than in 2020 and was not significantly different from the average score in 1971 (255).
- Reading scores declined between 2020 and 2023 across the performance distribution, with declines for students at the 10th, 25th, 50th, 75th, and 90th percentiles.
- The score declined 7 points for students at the 10th percentile, from 209 in 2020 to 202 in 2023.
- The score declined 6 points for students at the 25th percentile, from 236 in 2020 to 231 in 2023.
- The score declined 4 points for students at the 50th percentile, from 262 in 2020 to 258 in 2023.
- The score declined 4 points for students at the 75th percentile, from 287 in 2020 to 283 in 2023.
- The score declined 3 points for students at the 90th percentile, from 308 in 2020 to 305 in 2023.
- The reading score for students at the 10th percentile in 2023 (202) was lower than the reading score for students at the 10th percentile in 1971 (208). The score for students at the 25th percentile in 2023 (231) was not significantly different from the score for students at the 25th percentile in 1971 (232). The score for students at the 50th percentile in 2023 (258) was not significantly different from the score for students at the 50th percentile in 1971 (257).
- Scores for Black students declined 7 points (from 244 in 2020 to 237 in 2023); declined by 8 points for students of two or more races (from 265 to 257); and declined by 4 points for White students (from 269 to 264). Scores for Hispanic students, American Indian/Alaska Native students, and Asian students were not measurably different.
- Students who reported reading for fun more often tended to score higher, but a rising percentage of 13-year-olds say that they “never or hardly ever” read for fun.
How Results Are Reported
Student performance on the LTT assessments is reported in several ways: scale scores, percentile scores, performance levels, student group scores, and score gaps.
Scale scores represent the average performance of students on a scale of 0 to 500. Scores are reported at the national level and for groups of students based on race/ethnicity, gender, and other demographic characteristics.
About the Assessment
Since the 1970s, the National Assessment of Educational Progress (NAEP) has monitored student performance in reading and mathematics through the long-term trend (LTT) assessments. The LTT assessments are age-based, rather than grade-based, and assess 9-year-old, 13-year-old, and 17-year-old students.
The LTT assessments measure basic reading and mathematics skills to gauge how the performance of U.S. students has changed over time. At age 13, reading was first assessed in 1971 and mathematics was first assessed in 1973. The LTT reading assessment asks students to read short texts and answer mostly multiple-choice questions, though there are a few questions requiring written responses. For mathematics, students answer mostly multiple-choice questions related to basic math facts, computations, formulas, and real-life applications. Survey questionnaires, which are administered to students, teachers, and school administrators who participate in an LTT assessment, are used to collect and report contextual information about students’ learning experience in and out of the classroom.
The 2023 long-term trend assessment for 13-year-olds was administered between October and December of 2022, during the 2022–23 academic year. The assessment schedule was amended so that NCES could collect, analyze, and report data on 13-year-old students during the 2022–23 school year to report a snapshot of how student achievement has changed since immediately before the onset of the COVID-19 global health emergency.
Visit https://www.nationsreportcard.gov/ to view the report.
The National Center for Education Statistics, a principal agency of the U.S. Federal Statistical System, is the statistical center of the U.S. Department of Education and the primary federal entity for collecting and analyzing data related to education in the U.S. and other nations. Founded in 1867, NCES fulfills a congressional mandate to collect, collate, analyze, and report complete statistics on the condition of American education; conduct and publish reports; and review and report on education activities internationally.
The National Assessment of Educational Progress (NAEP) is a congressionally authorized project sponsored by the U.S. Department of Education. The National Center for Education Statistics, within the Institute of Education Sciences, administers NAEP. The commissioner of the National Center for Education Statistics is responsible by law for carrying out the NAEP project. Policy for the NAEP program is set by the National Assessment Governing Board (NAGB), an independent, bipartisan board whose members include governors, state legislators, local and state school officials, educators, business representatives and members of the general public. Since 1990, NAGB has been developing achievement levels, which are being used on a trial basis.
SOURCE National Center for Education Statistics
Our Lifestyle section on STM Daily News is a hub of inspiration and practical information, offering a range of articles that touch on various aspects of daily life. From tips on family finances to guides for maintaining health and wellness, we strive to empower our readers with knowledge and resources to enhance their lifestyles. Whether you’re seeking outdoor activity ideas, fashion trends, or travel recommendations, our lifestyle section has got you covered. Visit us today at https://stmdailynews.com/category/lifestyle/ and embark on a journey of discovery and self-improvement.
Food and Beverage
Jack-o’-Lantern Stuffed Peppers Prove Fun Isn’t Just for Pumpkins
These Jack-o’-Lantern Stuffed Peppers give you a Halloween-themed, kid-approved way to put vegetables on the dinner table.
Recipes:
Jack-o’-Lantern Stuffed Peppers
Jack-o’-Lantern Stuffed Peppers Prove Fun Isn’t Just for Pumpkins
(Feature Impact) Jack-o’-lantern carving is a cherished fall tradition – but pumpkins aren’t the only vegetables you can decorate with fun, spooky or scary faces. These Jack-o’-Lantern Stuffed Peppers give you a Halloween-themed, kid-approved way to put vegetables on the dinner table.
Filled with savory ground turkey, brown rice, melty cheese and warm, savory spices, these peppers taste as autumnal as they look. It’s simple to customize the filling to your family’s tastes, and you can even make the meal interactive by inviting kids to choose their own pepper colors and carve their own expressions.
Find more Halloween and seasonal recipes at Culinary.net.
Jack-o’-Lantern Stuffed Peppers
Recipe adapted from AllRecipes
Prep time: 15 minutes
Cook time: 45 minutes
Servings: 4
- 1 teaspoon olive oil
- 1 pound ground turkey
- 3 cloves garlic, minced
- 1/2 medium onion, diced
- 1 teaspoon garlic powder
- 1 teaspoon cumin
- 4 large orange bell peppers
- 1 cup cooked brown rice
- 1 cup grated sharp cheddar cheese
- 2 teaspoons kosher salt
- 1/2 teaspoon ground black pepper
- cayenne pepper, to taste
- cups seasoned tomato sauce, warmed
- Preheat oven to 400 F and coat 9-by-13-inch baking dish with olive oil.
- In skillet, brown ground turkey with minced garlic, onion, garlic powder and cumin until meat is cooked, 4-5 minutes.
- With small knife, cut eyes, nose and mouth into flattest side of each pepper to resemble jack-o’-lantern. Cut around seed pods and remove pepper tops, trimming and discarding any seeds from under stems then setting tops aside. Trim white membranes from inside each pepper and shake out seeds. Place peppers in prepared baking dish.
- In bowl, combine turkey mixture with cooked rice, cheddar cheese, salt, black pepper and cayenne pepper, to taste.
- Divide and stuff mixture into peppers; cover with reserved pepper tops.
- Wrap baking dish loosely with aluminum foil and bake until peppers are tender, about 45 minutes.
- Spoon about 3 tablespoons warm tomato sauce onto each plate; place stuffed peppers on top. Serve remaining sauce on side.
Photo courtesy of Shutterstock
SOURCE:
Lifestyle
How to Manage Symptoms of Heart Failure
Symptoms of Heart Failure: Managing heart failure is a significant expense to the U.S. healthcare system, costing the nation approximately $40 billion in 2020 and expected to increase to approximately $142 billion a year by 2050. If you (or a loved one) are living with the condition, consider these tips to help manage it.
How to Manage Symptoms of Heart Failure
(Feature Impact) Americans are facing a growing health challenge, with 1 in 4 adults at risk of heart failure, according to the Heart Failure Society of America. Additionally, approximately 6.7 million U.S. adults who are 20 years old or older are currently living with heart failure, and that number is projected to reach 8.7 million by 2030.
Managing heart failure is a significant expense to the U.S. healthcare system, costing the nation approximately $40 billion in 2020 and expected to increase to approximately $142 billion a year by 2050.
If you (or a loved one) are living with the condition, consider these tips to help manage it.
Adhere to the Treatment and Follow-Up Plan
Ongoing outpatient care is important when managing heart failure. Understand the treatment plan provided by your healthcare team, make diet and lifestyle changes, take medications as directed and keep recommended follow-up appointments.
Pay attention to changes in symptoms and communicate with your healthcare provider if treatment does not seem to be working as expected. If their conditions are left unmanaged, patients can experience a range of heart-failure-related symptoms such as shortness of breath, fatigue, buildup of fluid and more.
Understand Challenges with Diuretic Treatment
Diuretics help the body remove excess fluid and are commonly used to treat swelling, or edema, associated with heart failure. Your provider may try different diuretics, sometimes referred to as “water pills,” to manage your heart failure symptoms. However, intravenous (IV) diuretic therapy may be required for some patients if symptoms continue.
Ask About Treatment Options Before IV Care Is Needed
For some adults, a healthcare provider may consider recommending an at-home, non-oral diuretic option prior to escalating to IV therapy.
For example, ENBUMYST™ (bumetanide nasal spray) is a prescription diuretic used in adults to treat edema associated with congestive heart failure. It’s administered as a nasal spray for short-term use to manage excess fluid with the goal of transitioning to oral diuretic therapy when appropriate.
Talk with your healthcare provider to learn more and visit enbumyst.com. Read the full Prescribing Information and Patient Information.
Photo courtesy of Shutterstock
Important Safety Information
What is ENBUMYST?
ENBUMYST is a prescription medicine used in adults to treat swelling caused by excess fluid in the body (edema) from congestive heart failure, liver disease, and kidney disease.
What is the most important information I should know about ENBUMYST?
- ENBUMYST is a diuretic that helps your body remove fluid. Losing too much fluid can cause dehydration, low blood volume, and increase the risk of blood clots. Blood abnormalities may include decreased salts (electrolytes), and increased nitrogen, glucose and uric acid. The risk of these abnormalities is higher in elderly people, those using higher doses, or those who do not get enough electrolytes by mouth.
- You should not use ENBUMYST if you have severe electrolyte loss. Tell your healthcare provider if you experience unusual thirst; dizziness or lightheadedness; weakness or tiredness; fast heart rate; dry mouth or tongue; sudden pain; redness or swelling in your joints; pain, swelling, redness, or warmth in your leg; shortness of breath or fast breathing; high blood sugar; dark urine; pale, tight, cool or clammy skin; muscle cramps; confusion.
Do not use ENBUMYST if youhave low or no urine production or are allergic to bumetanide or to any of the ingredients in ENBUMYST.
Before using ENBUMYST, tell your healthcare provider if you have low electrolytes, are on a low-salt diet, have diarrhea, diabetes, nasal problems such as a runny or stuffy nose or polyps, a history of nasal injury or surgery, are or plan to become pregnant, are or plan to breastfeed.
Tell your healthcare provider about all the medicines you take, including prescriptions, over-the-counter medicines, vitamins, and herbal supplements.
ENBUMYST may cause serious side effects, such as worsening kidney function and ringing in the ears or hearing loss.
The most common side effects of ENBUMYST include dehydration, headache, muscle cramps, dizziness, low blood pressure, nausea, and abnormal brain functioning with certain liver problems.
These are not all the possible side effects of ENBUMYST. Talk to your healthcare provider for more information.
Call your healthcare provider for medical advice about side effects. You may report side effects to FDA at 1-800-FDA-1088.
US-ENBU-2600110
SOURCE:
Esperion
financial wellness
Investing in Education: 5 Ways to Prepare Students for the Jobs of Tomorrow
Jobs of Tomorrow: A diploma is still an important milestone, but what matters more than the piece of paper is whether graduates have the knowledge, skills and confidence to take meaningful next steps in pursuing further education or building careers. Students, families, educators, employers and policymakers all have a role to play in cultivating these opportunities.
Investing in Education: 5 Ways to Prepare Students for the Jobs of Tomorrow
(Feature Impact) The landscape of modern work is changing rapidly, leaving many uncertain about whether they’re adequately equipped to face the future. Even though America invests roughly $1 trillion in education every year, it’s difficult to know whether that investment is truly preparing young people for what comes next.
“Our education system isn’t evolving quickly enough to prepare our students for the jobs of tomorrow,” said Amit Sevak, CEO of ETS, a global education and talent solutions organization working with more than 30 million students a year to measure learning success and power human progress at every stage of life. “Students only get one chance at an education, and we have a responsibility to understand what’s working, what’s not and where additional support is needed.”
A diploma is still an important milestone, but what matters more than the piece of paper is whether graduates have the knowledge, skills and confidence to take meaningful next steps in pursuing further education or building careers. Students, families, educators, employers and policymakers all have a role to play in cultivating these opportunities.
Start the Conversation Early
Success isn’t a single path anymore, so young people may benefit from thinking outside the traditional pipeline of high school to college to a good job to retirement. By prompting early conversations, parents can help their children begin sorting through their options well in advance. Encourage dinner table talks about favorite school subjects, what kind of work seems interesting and alternative pathways to build careers. The goal isn’t necessarily to choose a life track immediately – just to start exploring ideas before the time arrives to lock in a decision.
Learn to Work with AI
In the age of AI, there’s a balance to be found between fully embracing or avoiding it. Parents and educators can encourage thoughtful, responsible use of the AI tools reshaping modern workplaces – without sanctioning them as a way to get out of doing homework. Students should think critically about both the uses and limitations of AI, learning how these systems work but still recognizing when human judgment matters.
Get Real-World Experience Before Graduation
Textbooks and classrooms can teach a lot, but some of the most valuable lessons come from the real world. Summer jobs, internships, volunteering, co-op programs, job shadowing or small-scale forays into entrepreneurship can help kids discover where their talents and passions fit. It’s also a chance to develop the soft skills that make great employees, like being punctual, working well with others and adapting to new situations.
Build Human Skills
There are certain abilities technology just can’t replace, making them vital pieces of future-proof training. Strong communication, teamwork mindsets, critical thinking skills, civic reasoning and empathy translate well to many careers. Rather than focusing strictly on academics, teachers can shift lesson plans to encourage growth in these areas. Specialized hands-on talents and trades are also more insulated from technological disruptions.
Measure Progress Beyond Grades
Grades and test scores don’t tell the whole story about career readiness, yet they’re often treated as the only metric that matters in educational success. Policymakers have the opportunity to change how schools measure student progress, including by trading the one-size-fits-all rubrics for more personalized assessments that demonstrate proficiency in more comprehensive ways. Education is on the ballot this election season, so ask your local and state elected leaders about whether today’s graduates are ready to face the future.
For information about a system that gives students, educators and employers clear evidence that learning is leading to opportunity, visit ETS.org.
Photos courtesy of Shutterstock
SOURCE:
ETS
