Achievement Tests Show COVID Toll On Maryland Students, Especially In Math

MARYLAND — Math and reading scores of students in Maryland and the rest of the country declined over the past three years, especially in mathematics, according to a new “nation’s report card,” the first comprehensive analysis of the coronavirus pandemic’s academic toll on America’s school children.

According to the Maryland State Department of Education, the downward trend started in 2013 and "worsened during the pandemic." The largest decline in proficiency in Maryland and nationally was experienced in mathematics; 75 percent of Maryland eighth-grade students and 69 percent of fourth-grade students are at or below basic achievement in mathematics.

Maryland State Superintendent of Schools Mohammed Choudhury said the fourth- and eighth-grade 2022 NAEP reading and math assessment results "confirm that the learning of all students suffered during the pandemic and also underscore the unacceptable opportunity and achievement gaps that continue to persist for Maryland’s Black, hispanic and economically disadvantaged students.”

“As we continue to implement the Blueprint for Maryland’s Future and transform education, we must be innovative, collaborative and bold in our approaches to enhance and accelerate student achievement. There is no sugar coating these results. Maryland has been experiencing a downward trend since 2013 and a return to normal is not good enough. The current struggles of our students cannot be solely attributed to the pandemic. Our goal is to ensure that every Maryland student has access to excellent educational opportunities to realize their full potential, especially those who have been historically underserved," Choudhury said.

Nationally, nearly four in 10 eighth-graders failed to grasp basic math concepts in the biggest decline in math scores in decades, according to the National Assessment of Educational Progress, or NAEP, report released Monday by the National Center for Education Statistics.

Reading scores among fourth-graders also slid to the lowest level since 1990. The declines in fourth- and eighth-graders’ scores in mathematics were the largest ever recorded.

Education researchers generally equate a 10-point decline with a year of learning.

Maryland eighth-grade math scores fell 11 points on a 500-point scale, (from 280 in 2019 to 269 this year). This means that 75 percent of Maryland eighth-grade students performed at or below the basic level. Fourth-grade scores slipped 10 points over the same period (from 239 to 229). This means that 69 percent of Maryland fourth-grade students performed at or below the basic level.

In reading, Maryland’s fourth-graders’ scores fell 8 points on a 500-point scale (from 220 in 2019 to 212 this year). This means that 69 percent of Maryland fourth-grade students performed at or below the basic level. Eighth-graders’ reading scores dropped 5 points during the same period (from 264 to 259). This means that 67 percent of Maryland eighth-grade students performed at or below the basic level.

Nationally, the average mathematics score for fourth-graders has fallen 5 points since 2019 (from 241 to 236), while the score for eighth-graders dropped 8 points (from 282 to 274). In reading, average scores for both grades fell 3 points (from 220 to 217 at fourth grade and from 263 to 260 at eighth grade).

The math score declines are the largest ever recorded for the subject. None of the 50 states and the District of Columbia saw an increase in eighth-grade math scores, though Utah and the U.S. Department of Education Activity schools saw no change.

The achievement test given every two years to the nation’s fourth- and eighth-graders also showed reading scores are sliding. The NAEP test is mandated by Congress to measure students’ progress and learning experiences in various subjects. It hasn’t been given since 2019 because of the pandemic.

“It is a serious wake-up call for us all,” Peggy Carr, commissioner of the National Center for Education Statistics, a branch of the Education Department, told the Associated Press.
“In NAEP, when we experience a 1- or 2-point decline, we’re talking about it as a significant impact on a student’s achievement. In math, we experienced an 8-point decline — historic for this assessment,” she said.

Overall, 38 percent of eighth-graders’ scores were graded as “below basic,” a cutoff that measures, for example, whether students can find the third angle in a triangle if they’re given the other two. In 2019, 31 percent of eighth-graders scored below that level.

“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,” Daniel J. McGrath, acting NCES associate commissioner for assessment, said in a news release. “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.”

The decline in Maryland’s 2022 NAEP scores in all four grade – subject areas tested is consistent with the testing results of most states, the state education department shared Monday. Specifically, average scores for Maryland students eligible for the National School Lunch Program declined for both fourth and eighth grade students in reading and math compared to 2019 results. The scores of Black and Hispanic students also declined significantly from 2019 in three of the four grade – subject categories. Black students experienced decreases in eighth grade reading and math, as well as fourth grade math. Hispanic students experienced decreases in fourth grade reading and math, and eighth grade math.

Students with disabilities remained relatively unchanged from 2019 in all grades and subjects. The scores of white students remained unchanged in all grades and subjects except eighth grade math and the scores of Asian students also remained unchanged.

Every region of the country saw test scores slide, and every state saw a decline in at least one subject. Several major districts saw test scores fall by more than 10 points.

Confirming what many had feared, racial inequities appear to have widened during the pandemic. In fourth grade, Black and Hispanic students saw bigger decreases than white students, widening gaps that have persisted for decades.

Inequities were also reflected in a growing gap between higher and lower performing students. In math and reading, scores fell most sharply among the lowest performing students, creating a widening chasm between struggling students and the rest of their peers.

Surveys done as part of this year’s test illustrate the divide.

When schools shifted to remote learning, higher performing students were far more likely to have reliable access to quiet spaces, computers and help from their teachers, the survey found.

The achievement gap isn’t a surprise. The pandemic upended nearly every aspect of American life, with millions of students learning from home for months or more.

Education Secretary Miguel Cardona said it’s a sign that schools need to redouble their efforts, using billions of dollars Congress gave schools to help students recover.

“Let me be very clear: these results are not acceptable,” Cardona said.

Carr said recovery isn’t as simple as a reset to pre-pandemic normalcy.

“Academic recovery cannot simply be about returning to what was ‘normal’ before the pandemic, as the pandemic laid bare an ‘opportunity gap’ that has long existed,” Carr said in the news release. “It also showed how every student was vulnerable to the pandemic’s disruptions. We do not have a moment to waste.”

The results make clear that schools must address the “long-standing and systemic shortcomings of our education system,” said Alberto Carvalho, superintendent of Los Angeles schools and a member of the National Assessment Governing Board, which sets the policies for the test.

“While the pandemic was a blow to schools and communities, we cannot use it as an excuse,” he told the AP. “We have to stay committed to high standards and expectations and help every child succeed.”

Other recent studies have found that students who spent longer periods learning online suffered greater setbacks. But the NAEP results show no clear connection. Areas that returned to the classroom quickly still saw significant declines, and cities — which were more likely to stay remote longer — actually saw milder decreases than suburban districts, according to the results.

The Associated Press contributed to this report.