BOSTON — Concerning data released Monday morning from the National Center for Education Statistics shows test scores for students in Massachusetts took a hit during the COVID-19 pandemic.
The ‘Nation’s Report Card’ tests a sample of fourth and eighth grade students from nearly 11,000 schools nationwide each year. It’s an assessment that’s been in place since the 1990s.
Overall, test scores for Massachusetts students are now the lowest they’ve been since 2003.
Many are blaming the decline on the pandemic when schools were shut down and students were forced to learn remotely from home.
“The results show the profound toll on student learning during the pandemic, as the size and scope of the declines are the largest ever in mathematics,” said NCES Commissioner Peggy G. Carr. “The results also underscore the importance of instruction and the role of schools in both students’ academic growth and their overall wellbeing. It’s clear we all need to come together — policymakers and community leaders at every level — as partners in helping our educators, children, and families succeed.”
Before the pandemic, Massachusetts held the top spot in all four categories (fourth grade reading and math, and eighth grade reading and math). Now, Massachusetts has slipped to second place behind Wyoming in fourth grade math and to second place behind New Jersey in eighth grade reading.
The data shows 43% of fourth graders are proficient in math and reading. It shows 35% of eighth graders are proficient in math and 40% are proficient in reading. These are significant drops from before the pandemic.
Scores in Boston are now the lowest they’ve been in a decade and are significantly below the state averages.
Massachusetts isn’t alone, though.
There were no improvements in math in any state or large urban district, and eighth grade math scores declined in 51 participating states and jurisdictions since the assessment was last given in 2019.
“Eighth grade is a pivotal moment in students’ mathematics education, as they develop key mathematics skills for further learning and potential careers in mathematics and science,” said Daniel J. McGrath, acting as NCES associate commissioner for assessment. “If left unaddressed, this could alter the trajectories and life opportunities of a whole cohort of young people, potentially reducing their abilities to pursue rewarding and productive careers in mathematics, science, and technology.”
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