Stanford’s district-level data through 2025 show a broad dip in reading across most districts and mixed results in math, with some states shifting toward phonics-based instruction. This page answers common questions, from what the declines mean to how policies, funding, and classrooms might adapt—and what parents should know about long-term implications.
Stanford’s Educational Opportunity Project findings indicate that reading scores have fallen in most U.S. districts over the past decade, with about 83% reporting lower reading results last year. The declines appear to predate the pandemic and are part of a longer trend rather than a single event. In short: reading has generally declined widely, though some districts have remained stable or improved.
Yes, but the pattern is different. Math has declined in roughly 70% of districts according to the same data set. The declines in math are more variable by district, and some places have seen steady performance or modest gains, often tied to local instructional approaches or reforms.
There’s growing attention on phonics-based instruction because some districts that adopted stronger phonics routines have seen improvements compared with peers. The data suggest that explicit phonics instruction can help with decoding and word recognition, which may contribute to better reading outcomes in the long run.
If declines persist, expect policymakers to explore funding for evidence-based reading programs, teacher training in phonics, and early literacy interventions. Classrooms may see moves toward structured literacy frameworks, more targeted assessments, and supports for struggling readers. Funding decisions could prioritize proven reading approaches and resources for intervention services.
Long-term reading declines can affect academic progression and future opportunities. Parents should look for early literacy support at home and in schools, monitor reading progress, and engage with educators about the curriculum and any phonics-based programs being implemented. Understanding local district plans can help families anticipate changes in instruction and accountability measures.
Yes. Some districts, including Modesto, have posted gains in reading and math despite broader national declines. This suggests that targeted reforms and sustained implementation of effective instructional strategies can yield positive results, offering hopeful examples for other districts.
The drops in U.S. scores go beyond the pandemic and cut across income, geographic and racial divides, new data shows.