The first signs of recovery in reading scores for younger students have emerged since the pandemic disrupted education over five years ago, according to new findings from the testing company NWEA. Their latest review of the MAP Growth assessments shows that reading performance for grades K-8 increased marginally between spring 2025 and spring 2026, the first rise in several years. Meanwhile, math scores, which had been climbing steadily in grades K-5, kept advancing but stopped improving in middle school.
These improvements are limited. Reading levels still fall short of pre-pandemic benchmarks, with recovery covering only 15-33% of the losses students suffered during the pandemic, depending on the grade level. Megan Kuhfeld, who leads growth modeling and data analytics at NWEA and co-authored the report, described the results as a mixed outcome. “This is, to me, a real glass-half-empty, glass-half-full situation, depending on how optimistic you want to be,” she said. The reading growth suggests “we’re turning a corner,” she said. But it’s only a small improvement, making up between 15-33% of the learning loss that students sustained, depending on the grade level. Reading scores across grades 1-8 are still below pre-pandemic numbers.
The findings match broader trends. A recent national assessment showed that 9-year-olds made progress in both reading and math by June, while 13-year-olds showed no change. Internationally, the Program for International Student Assessment (PISA) documented a 14-point decline in reading scores for 15-year-olds, a loss equivalent to six or seven months of instruction—a pattern observed in other developed economies. Kuhfeld emphasized that the gap between younger and older students remains troubling.
Lowest-performing students finally show progress
A notable development is the progress among the lowest-performing students, those in the 10th percentile. Until recently, the divide between high- and low-achieving readers had grown wider, leaving struggling students further behind. The 2026 data now reveal gains across all demographic groups, including Black and Hispanic students and those from low-income families. The report highlights this as evidence that recovery is achievable.
Experts point to deeper systemic changes as the reason younger students still underperform compared to pre-pandemic levels. Kuhfeld suggested that shifts in school policies, the expansion of social media, or reduced at-home reading may play a role. The decline in reading began over a decade ago, with theories linking it to federal education policies, the lasting impact of the 2008 financial crisis, or other long-term factors. While the pandemic worsened the trend, it did not initiate it.
The gains for younger students are real but remain uncertain. The data imply that focused efforts—whether in classrooms, households, or local programs, may be yielding results. For now, the trend offers cautious encouragement, even as older students continue to face challenges.
Schools adapt, but deeper challenges remain
School districts are adjusting their strategies in response. Some have expanded literacy programs for early grades, while others are integrating digital tools to engage reluctant readers. Districts serving high-poverty areas report allocating additional funding to after-school tutoring, though results vary by location. Kuhfeld cautioned that sustained progress will require more than short-term fixes, particularly as middle and high school students show little improvement.
Independent researchers also highlight the need for better data tracking. Current assessments measure recovery unevenly, with some tests focusing on basic skills while others evaluate higher-order thinking. A working group convened by the Education Trust recommended standardizing metrics to compare progress fairly across states. Without clearer benchmarks, they argue, it will be difficult to determine whether the recent gains are lasting or merely temporary.
The 2026 school year brought another complication: budget cuts in several states have limited access to reading specialists and enrichment materials. In Texas, lawmakers reduced funding for early literacy programs by 12% this fiscal year, forcing districts to scale back one-on-one instruction.
