A recent study reveals a significant drop in math proficiency among American fourth and eighth graders following the COVID-19 pandemic and subsequent school closures. This decline, described as "sharp" and "steep" by Peggy Carr, a commissioner at the U.S. Department of Education, raises concerns that extend beyond the immediate impact of the pandemic. The Trends in International Mathematics and Science Study (TIMSS) shows that US students are lagging behind their counterparts in countries like Finland and England in math and science. This downturn follows years of progress, with scores plummeting faster than in other nations, particularly in eighth-grade math and fourth-grade science.
Several factors contribute to this concerning trend. Evolving educational practices are under scrutiny, with some educators, like Georgia middle school principal Suzan Harris, suggesting that the shift to remote learning during the pandemic normalized absenteeism, a pattern that persists even after the return to in-person classes. Widespread "chronic absenteeism" among students and teachers alike, particularly in school systems like Chicago, further exacerbates the issue. Chicago Public School (CPS) data indicates that over 41% of teachers were absent for more than ten days in the previous academic year.
Education experts emphasize the complexity of addressing these educational gaps. The learning process, they argue, requires dedicated time and cannot be accelerated. These findings highlight the challenges facing the American education system and underscore the need for effective strategies to improve student performance and address the root causes of declining academic achievement.
