The 2024 National Assessment of Educational Progress (NAEP, or “Nation’s Report Card”) delivers sobering news: U.S. students are not rebounding from pandemic‑era learning losses. In many cases, performance is slipping further—especially in reading—and the downstream effects are increasingly visible in postsecondary settings, where remediation rates are rising at record levels. For parents and educators planning a path forward, this is a critical moment.

Despite large investments and recovery efforts, students have mostly not recovered from COVID learning loss. Those losses are compounding over time, and colleges are seeing escalating rates of students requiring remediation because they were unable to master essential K–12 skills.

What the 2024 NAEP Results Reveal

Reading: Continued Decline

The National Assessment Governing Board reports that average reading scores in 2024 declined by 2 points in both 4th and 8th grades compared to 2022. This builds on a prior decline: from 2019 to 2022, each grade fell by about 3 points. No state saw a reading gain relative to 2022. Over 2020–2022, 9‑year‑olds saw reading declines of 5 points and math declines of 7 points.

Mathematics: Flat or Uneven Gains

Unlike reading, math results are mixed. Fourth graders saw slight gains, driven by higher-performing students, while 8th graders were flat. None of these outcomes reach pre‑pandemic levels. Brookings defines “fully recovered” as reaching 2019 levels—by that measure, students remain half a grade behind.

Official Interpretation

The U.S. Department of Education acknowledged that “most students did not recover from pandemic‑related learning loss.” NAEP reports emphasize systemic challenges that have yet to be overcome.

Why This Matters: Implications for Readiness and Remediation

K–12 Foundations Crumbling

Learning loss does not exist in isolation—it disrupts the sequential building of academic skills that every grade level depends on. Foundational literacy and numeracy serve as gateways to all other learning. When those foundations are weak, the effects compound over time: students struggle to interpret complex texts, reason quantitatively, and engage in higher-order problem-solving.

According to the National Center for Education Statistics (NCES), fourth-grade reading proficiency strongly predicts eighth-grade academic success, and early math fluency correlates with later achievement in algebra and STEM coursework. When students fall behind in these core areas, they are less likely to meet grade-level standards in middle and high school.

The Brookings Institutionwarns that even modest delays in mastering foundational skills can accumulate into long-term deficits. Their 2024 analysis found that students who were behind by just a few months in 2020 are now nearly half a year behind in reading and more than a half year behind in math because “the curriculum keeps moving, even if mastery hasn’t caught up.”

Moreover, the Harvard Center for Education Policy Research’s Education Recovery Scorecardshows that unfinished learning is not simply a gap in content coverage—it represents a persistent erosion of foundational competencies like vocabulary knowledge, number sense, and critical thinking. Districts that failed to address early skill gaps in grades 3–5 now face the steepest losses in secondary performance.

In short, learning loss at the elementary level translates into systemic weakness across the K–12 pipeline. Without intentional, sustained intervention, these foundational cracks widen—making it far more difficult for students to engage with advanced coursework or meet college-readiness benchmarks later on.

Rising Remediation in Higher Education

It’s no surprise, therefore, that college remediation is increasing:

• ACT found students from 2019–2021 cohorts placed into developmental courses at higher rates.
• ACT’s 2024 report notes growing skepticism of GPA as readiness evidence. Grade inflation hides skill gaps, leaving colleges concerned about the best ways to predict college success.
• An analysis of national postsecondary data shows that about 1 in 4 students at public four-year colleges took at least one remedial class. Some other studies place that number at closer to 40%.

Students who must undergo remediation in college take longer to graduate, graduate at lower rates, and face higher financial burdens than those who step onto campus ready for the more rigorous college coursework.

What Parents Can Do

One of the biggest challenges as a parent in this educational climate is determining whether your child is among those who are behind. Because learning loss is so endemic, grades can no longer be depended upon to diagnose a problem: even high-achievers often have hidden gaps.

• Ask for diagnostic data, not just grades. While test scores certainly aren’t the perfect means of assessing learning, they offer a more transparent measure of progress than grades alone.
• Intervene early and sustain support. The earlier skills gaps are identified, the easier they are to address. Continuing support outside of school to maintain progress ensures that students stay ahead of the curve.
• Plan for long-term growth, not short-term wins. If the goal is to ensure that your child develops the foundational skills and knowledge to excel in high school, college, and beyond, then it’s important to keep the eye on the prize. A struggling student may not see immediate test score or grade level gains, but it’s long-term development that’s important.

Conclusion

The 2024 NAEP results offer a stark reality check: the academic recovery many hoped for has not materialized. Learning losses persist—and colleges are reporting growing remediation rates, evidence that foundational skills remain weak.

But recovery is possible. With diagnostic clarity, foundational focus, and sustained support, families and educators can help students not only regain lost ground but build the resilience needed for long-term success.