Federal Data Show 13-Year-Olds' Reading And Math Scores Still Stalled
The National Center for Education Statistics released long-term trend test results on June 10, 2026 showing 13-year-olds' reading and math scores remain below pre-pandemic levels nationwide.[1]
The long-term trend assessments tested roughly 31,000 U.S. students in 2024-25 and showed no significant gains for 13-year-olds since 2023.[1] Only 58% of 13-year-olds met a basic reading benchmark and 70% met a basic math benchmark.[1] By contrast, nine-year-olds rebounded to pre-pandemic reading levels and improved in math, with 71% meeting the reading benchmark and 84% meeting math.[1] Only 14% of 13-year-olds and 37% of nine-year-olds reported reading for fun every day, both sharply down from 2012 levels.[2]
In March 2020, widespread U.S. school closures moved most K-12 students to remote learning for the rest of 2019-20 and into 2020-21. The National Assessment of Educational Progress long-term trend assessments were moved up to track COVID effects. Results in 2022 and 2023 documented drops in reading and math that fell further among students who were in elementary grades during the worst disruptions. That timing helps explain why nine-year-olds, who began school closer to the return of normal instruction, show recovery while 13-year-olds remain stalled.
Advocates and analysts warned that stalled skills at age 13, combined with falling daily reading habits, could narrow students' later academic options and economic opportunities if those gaps are not addressed in middle and high school.
The mainstream summary does not address the argument that the rise of smartphones and social media is a primary factor in the stagnation of 13-year-olds' academic performance. Noah Smith contends that the decline in time spent reading for pleasure and the challenges of sustained attention due to screen use are significant contributors to the observed educational gaps. This perspective suggests that simply attributing the stagnation to pandemic disruptions overlooks the deeper, ongoing influence of technology on adolescents' learning habits and engagement. Moreover, while the summary acknowledges the role of school closures, it does not explore how policies aimed solely at school reform may fall short without addressing the cultural and behavioral shifts brought on by increased smartphone use.
Additionally, the mainstream account does not mention the importance of recognizing individual cognitive differences, as emphasized by Steve Sailer, who argues for tailored educational approaches to accommodate 'giftedness.' He highlights that the current one-size-fits-all educational reforms may not adequately support high-ability students, potentially exacerbating the stagnation in scores. This critique suggests that a more nuanced understanding of student needs is essential for effective educational policy, which the summary does not fully capture.
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📊 Relevant Data
NAEP long-term trend assessments for reading and mathematics at ages 9 and 13 have been administered since 1971 and 1973, respectively, providing more than 50 years of comparable national data on foundational skills.
NAEP Long-Term Trend Assessment Results — National Center for Education Statistics / The Nation's Report Card
In fall 2022, U.S. public elementary and secondary schools enrolled approximately 49.6 million students in prekindergarten through grade 12.
Public School Enrollment — National Center for Education Statistics Condition of Education
📌 Key Facts
- On June 10, 2026, NCES released long-term trend assessment results for roughly 31,000 U.S. students tested in the 2024-2025 school year.
- Nine-year-olds have rebounded to pre-pandemic reading scores and improved in math, with 71% meeting a basic reading benchmark and 84% meeting it in math.
- Thirteen-year-olds’ average reading and math scores remain below pre-pandemic levels, with 58% meeting the reading benchmark and 70% meeting it in math and no significant gains since 2023.
- Only 14% of 13-year-olds and 37% of 9-year-olds reported reading for fun every day, both sharply down from 2012 levels.
- Officials note that 13-year-olds in the sample were in early elementary grades during the height of COVID disruptions, while 9-year-olds began school closer to a return to normal in-person instruction.
📊 Analysis & Commentary (4)
"This opinion piece is commenting on the NCES report that 13‑year‑olds' reading and math scores remain stalled; the author argues (and is urging readers to accept) that smartphones and adolescent screen/social‑media use are the primary cause, and that policy must directly confront phone use rather than only tweaking schools."
"Although the submitted text is garbled, the piece titled 'Giftedness' appears to be an opinion critique of recent NCES data on stalled reading and math performance for 13‑year‑olds, arguing that education policy ignores innate cognitive differences and that targeted support for gifted/advanced instruction and middle‑school reading habits is needed (confidence low due to unreadable source text)."
"The piece argues (in an opinion voice) that, given NCES data showing stagnant achievement among 13‑year‑olds, parents — especially of boys — should seriously consider 'redshirting' (delaying school entry) as a practical way to improve their children's readiness and life‑course outcomes, while acknowledging equity and policy tradeoffs."
"The author critiques conventional 'gifted' education—arguing it concentrates resources, reproduces advantage, and distracts from raising overall student performance (as seen in stagnant NAEP results for 13‑year‑olds)—and advocates replacing selective tracking with universal enrichment and better in‑class differentiation."
📰 Source Timeline (1)
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