The National Report Card 2024: Have Student Grades Rebounded After COVID?

If you read our national report card for 2024, called The Nation’s Report Card, published by the National Assessment of Education Progress (NAEP), the answer is plain to see:

No, we haven’t really recovered the educational losses we experienced as a result of the COVID pandemic and associated school closures, shifts to virtual learning, and overall disruption in all phases of daily life. With some exceptions, grades are still down across the board.

To be honest, it’s the kind of report card we wouldn’t want to take home to our parents. In this article, we’ll review that report card – without grounding anyone or taking away their phone privileges – and report the core facts for both the entire country and the State of California. First, let’s look at the top-line findings from the report card.

Concerning Trends: Increases and Decreases for High and Low Performers

In an article published by National Public Radio (NPR) called “Nearly 5 Years After Schools Closed, The Nation Gets a New Report Card,” authors point out one trend that may be emblematic of our current situation: high performing students showed increases, while low performing students showed decreases. Interviewed by NPR, Lisa Ashe of the North Carolina Department of Public Instruction noted:

“That actually caused alarm. We need to meet the needs of these students that are in the lower percentiles, because something that we’re doing is not working for those students.”

We couldn’t agree more. If high performing students improve, the system clearly works for them. But if low performing students don’t improve, the opposite is true: the system doesn’t work for them, and we need to make changes that support their progress. And we need to do that while maintaining the components that already work – tricky, but doable.

Next, we’ll take a moment to discuss the relationship between grades and mental health, then get to the data we all want to see: the grades.

The National Report Card and Mental Health

As mental health professionals, we understand the connection between academics and mental health. Here’s the connection, in a nutshell: high academic achievement is not correlated with positive mental health, but positive mental health is correlated with high academic achievement.

We’ll rephrase that:

Good grades won’t increase your chances of having good mental health, but good mental health will increase your chances of getting good grades.

In this context, good grades means basic proficiency in fundamental academics, and good mental health – according to the World Health Organization (WHO) means “…a state of mental well-being that enables people to cope with the stresses of life, realize their abilities, learn well and work well, and contribute to their community.”

In the publication “The Relationship Between Mental Health and Academic Achievement,” Dr. Jeffrey Charvat of the National Association of School Psychologists presents a concise document that details research confirming the benefit of positive mental health and social/emotional proficiency on student grades and academic performance. Each bullet point below represents evidence-based findings in peer-reviewed papers and meta-analyses.

• Students who participated in social and emotional leaning programs improved grades and test scores
  • The more frequent the exposure to social emotional learning, the greater the effect on academic achievement
• High social and emotional skills in kindergarten predicted academic achievement during early adulthood
• Children with high social and emotional skills in kindergarten were:
  • 50% more likely to graduate with their class
  • 100% more likely to finish college
• Mental health support both in and out of school led to improved grades.
• For students with mental health disorder, treatment is associated with improved educational outcomes
• Evidence-based mental health programs in schools – when delivered effectively – are associated with improved academic performance
  • The difference between effective and ineffective mental health support is “equivalent to 6 months of schooling.”

Or, as the authors of the study “Adolescent Mental Health and Academic Performance: Determining Evidence-Based Associations and Informing Approaches to Support in Educational Settings” indicate:

“Adolescent mental health and academic performance are intricately linked aspects of development, each influencing and being influenced by the other.”

That’s why we research and publish articles like this one. We want to know how all teenagers are doing, academically. If they’re not thriving, they may need professional support – and that’s where we can help. But that’s enough preamble: let’s look at the report card.

Our National Report Card: Big Picture Results

First, we’ll look at the grades math and reading for 4^th graders across the country.

How are they doing?

4^th Grade Math: National Results

Highlights: Fourth-grade mathematics scores improved compared to 2022 but remain lower than pre-pandemic levels in 2019.

Details: Up 24 points compared to 1990, down 3 points compared to 2019, up 2 points compared to 2022.

Important Results:

• Scores improved for students in 50th, 75th, and 90th percentiles
• More students scored at or above NAEP Proficient than in 2022
• Fewer students scored below NAEP Basic than in 2022
• Scores improved for Black, Hispanic, and White students
• Scores improved for male and female students
• 15 states showed improvement over 2022
• 14 TUDA districts (Tribal Urban Districts) showed improvement over 2022
• Average score lower compared to 2019

Our analysis: C+. Based on scores increasing since 2022 and improving in several areas, we call these results above average.

4^th Grade Reading: National Results

Highlights: Fourth grade reading scores remain below both pre- and post-pandemic levels measured in 2019 and 2022, respectively.

Details: No significant change compared to 1992, down 5 points compared to 2019, down 2 points compared to 2022.

Important Points:

• Scores dropped for students at the 10th, 25th, 50th, and 75th percentiles
• Fewer students scored at or above NAEP Proficient than in 2022
• More students scored below NAEP Basic than in 2022
• Scores fell for specific demographic groups from 2022-2024:
  • Asian
  • Asian/Pacific Island
  • Two or more races
  • White students
  • Male students
  • Female students
• Scores fell in 5 states from 2022-2024:
  • South Dakota
  • Nebraska
  • Arizona
  • Florida
  • Vermont
• In addition, scores fell in 4 TUDA districts but increased in 1 TUDA district

Our analysis: C-. Based on lower scores for almost all groups, we call this below average.

8^th Grade Math: National Results

Highlights: No significant changes overall, with measurable increases in higher performers and measurable decreases in lower performers.

Details: Up 11 points compared to 1990, down 8 points compared to 2019, no change compared to 2022.

Important Points:

• Scores for students at the 75th and 90th percentiles increased
• Scores for students at the 10th and 25th percentiles decrased
• Fewer students scored at or above NAEP Proficient
• More students scored below NAEP Basic
• Scores fell in 4 states between 2022 and 2024:
  • Alaska
  • Idaho
  • Nevada
  • Florida
• Scores fell in 8 TUDA districts
• Scores fell for specific demographic groups:
  • Hispanic students
  • Economically disadvantaged students
  • students with disabilities
  • Students learning English

Our analysis: C. Based on contradictory movement, and improving scores for some groups and declingin scores for others, we call this average.

8^th Grade Reading: National Results

Highlights: Reading scores for 8^th graders continue to drop.

Details: No change compared to 1992, down 5 points compared to 2019, down 2 points compared to 2022.

Important Points:

• Scores for students at the 10th, 25th, and 50th percentiles dropped
• More students scored below NAEP Basic
• Scores fell for specific demographic groups, including:
  • Hispanic students
  • White students
  • Male students
  • Female students
• Scores fell in 8 states:
  • Alaska
  • Utah
  • Nevada
  • Arizona
  • Nebraska
  • Florida
  • Vermont
  • Delaware
• In addition, scores fell in 7 TUDA districts
• Scores for students at the 10th and 25th percentiles: lowest ever recorded
• Students below NAEP Basic reading proficiency: lowest ever recorded

Our analysis: C-. Based on stagnant and decreasing scores and some of the lowest results in the history of the NAEP we call this below average.

We’d rather this news be better – but that’s where we are: a nation in need of improving its grades, overall.

Now let’s narrow our focus, and look at results closer to home, in our State of California.

State Data: California’s Report Card

In addition to reporting on grades for the whole country, the NAEP also publishes state-level data. Below, we share the results for California. We’ll report results in the same order as above:

1. 4^th grade math
2. 4^th grade reading
3. 8^th grade math
4. 8^th grade reading

For math and reading at both grade levels, we’ll share where California stands, compared to the rest of the country. We’ll also break this data down by gender and race/ethnicity.

4^th Grade Math

In 2024, the average scores for California 4^th graders for math:

• Higher than 3 states/jurisdictions
• Lower than 31 states/jurisdictions
• Similar to 17 states/jurisdictions

In 2024, proficiency levels for California 4^th graders for math:

• 30% below basic
• 35% basic
• 27% proficient
• 8% advanced

By gender group:

• Girls: 68% basic, 31% proficient, 6% advanced
• Boys: 72% basic, 38% proficient, 10% advanced

By race/ethnicity:

• Asian: 89% basic, 63% proficient, 6% advanced
• Black: 52% basic, 10% proficient, 1% advanced
• Hispanic: 61% basic, 22% proficient, 3% advanced
• White: 85% basic, 52% proficient, 13% advanced
• Two or more: 88% basic, 60% proficient, 19% advanced

4^th Grade Reading

In 2024, the average scores for California 4^th graders for reading:

• Higher than 3 states/jurisdictions
• Lower than 13 states/jurisdictions
• Similar to 35 states/jurisdictions

In 2024, proficiency levels for California 4^th graders for reading:

• 44% below basic
• 28% basic
• 21% proficient
• 7% advanced

By gender:

• Girls: 59% basic, 31% proficient, 9% advanced
• Boys: 54% basic, 27% proficient, 6% advanced

By race/ethnicity:

• Asian: 79% basic, 50% proficient, 17% advanced
• Black: 28% basic, 7% proficient, 1% advanced
• Hispanic: 46% basic, 19% proficient, 4% advanced
• White: 72% basic, 44% proficient, 12% advanced
• Two or more: 77% basic, 46% proficient, 14% advanced

8^th Grade Math

In 2024, the average scores for California 8^th graders for math:

• Higher than 6 states/jurisdictions
• Lower than 26 states/jurisdictions
• Similar to 19 states/jurisdictions

In 2024, proficiency levels for California 8^th graders for math:

• 46% below basic
• 29% basic
• 17% proficient
• 89% advanced

By gender:

• Girls: 57% basic, 22% proficient, 7% advanced
• Boys: 57% basic, 28% proficient, 10% advanced

By race/ethnicity:

• Asian: 82% basic, 60% proficient, 32% advanced
• Black: 39% basic, 11% proficient, 2% advanced
• Hispanic: 41% basic, 12% proficient, 2% advanced
• White: 75% basic, 42% proficient, 12% advanced
• Two or more: 69% basic, 40% proficient, 19% advanced

8^th Grade Reading

In 2024, the average scores for California 8^th graders for reading:

• Higher than 5 states/jurisdictions
• Lower than 18 states/jurisdictions
• Similar to 28 states/jurisdictions

In 2024, proficiency levels for California 8^th graders for reading:

• 37% below basic
• 35% basic
• 24% proficient
• 4% advanced

By gender:

• Girls: 65% basic, 30% proficient, 5% advanced
• Boys: 61% basic, 26% proficient, 4% advanced

By race/ethnicity:

• Asian: 84% basic, 56% proficient, 14% advanced
• Black: 59% basic, 19% proficient, 1% advanced
• Hispanic: 52% basic, 18% proficient, 1% advanced
• White: 80% basic, 38% proficient, 5% advanced
• Two or more: 70% basic, 43% proficient, 8% advanced

Our analysis: there’s significant room for improvement in California. Compared to other states, California consistently appears in the lower/lower-middle of the results. In addition, the breakdown by race/ethnicity reveals that Black and Hispanic students lag far behind Asian, White, and students of Two or More races/ethnicities. According to experts, the best way to address these deficits is to increase access to quality early education, reduce barriers to quality K-12 education, and enact robust programs to mitigate inequities caused by the social determinants of health (SDOH).

How The National Report Card Helps Us Help Patients

It’s our mission to offer the highest possible mental health care available for children, teens, and young adults in the Bay Area of California. This information helps us help our patients by showing us where California youth stand, academically speaking, in relation to the rest of the country, and whether the disruptions associated with COVID persist.

With regard to the rest of the country, California is in the middle: there’s room for improvement, which we can support with programs tailored to the specific needs of our patients and families. And with regard to disruptions related to COVID, it appears we’re still working to regain lost time: while not all the deficits are associated with COVID, significant deficits exist, specifically for Black and Hispanic youth.

The information we share above, connecting mental health to academic performance and achievement, describes where we can help the most. If we work to reduce barriers to care and create a California where all demographic groups – including Black and Hispanic youth – have equal access to evidence-based mental health support, we can begin to reduce these deficits, one student at a time.