Now in its fourth year, the Education Scorecard (a collaboration between the Center for Education Policy Research at Harvard University, the Educational Opportunity Project at Stanford University, and faculty at Dartmouth College) provides a mixed picture of American education: a post-pandemic math rebound and early signals that comprehensive literacy reforms are beginning to pay off, but signs that middle-income districts are lagging behind.
In its assessment of literacy scores, the report found that Science of Reading reforms are making a difference––but not everywhere. The recovery in reading appears to be related to state early-literacy reforms. All of the states which improved in reading between 2022 and 2025 were implementing comprehensive science of reading reforms (DC, IN, KY, MD, MN, MS, LA, and TN).
None of the states which had delayed literacy reforms as of January 2024 improved in reading between 2022 and 2025 (CA, GA, HI, MA, NH, NJ, RI, SD, WA, and WI). Nevertheless, many states which were implementing multiple elements of Science of Reading reforms have yet to turn around (e.g., AZ, FL, and NE). Evidence-based reading reform may be a necessary but insufficient path to improvement.
“The pandemic was the mudslide that followed seven years of erosion in student achievement,” said Professor Tom Kane, faculty director of the Center for Education Policy Research at Harvard University. “The ‘learning recession’ started a decade ago, after policymakers switched off the early warning system of test-based accountability and social media took over children’s lives. In this report, we highlight the work of a small group of state leaders who have started digging out by changing how students learn to read, and 108 local school districts that are finding ways to get students learning again. The recovery of U.S. education has begun. But it’s up to the rest of us to spread it.”
Professor Sean Reardon, faculty director of the Educational Opportunity Project at Stanford University and developer of the Stanford Education Data Archive, said, “From the early 1990s through 2013, public elementary and middle school students’ math and reading skills improved dramatically––by more than two grade levels in math, for example––and racial/ethnic achievement disparities narrowed. That shows that we can improve our public schools and equalize educational opportunity. But we haven’t been doing much of that for the last decade. It’s time now to make our public schools once again the engine of the American Dream.”