It’s estimated learning loss over the past five years (after the 2020 pandemic) will cost the American economy over $90 trillion dollars in future growth. The 74 recently posted an article (11/10/25) that highlights research from Stanford University researchers that shows America having an average of 6% higher gross domestic product every year for the rest of this century if students were still at 2013 NAEP (National Assessment of Education Progress) proficiency levels.
“At the individual level, the average current student can expect to have a lifetime income that is 8% below that of a 2013 graduate. Because disadvantaged students have suffered deeper learning losses, their incomes can be expected to fall by over 10%.”
“This year’s NAEP proficiency results for public school students show reading scores have reached their lowest levels in decades, with only 29% of eighth graders and 30% of fourth graders achieving a proficient score. While the slide in math has slowed, scores still remain below pre-pandemic levels, and the performance gap between high- and low-performing students has widened.”
The Stanford researchers writing the report, Eric A. Hanushek and Christy Hovanetz, recommended three actions for states to see strong increases in literacy and mathematical proficiency:
“First, states need to invest in effective personnel. They can do this by incentivizing strong teaching and by supporting strong teaching through professional development in evidence-based practices such as use of high-quality instructional materials and assessment data to inform instruction. Further, hiring of math and literacy coaches has shown success.”
“[Second,] [u]sing data from universal reading screeners and math screeners, which are short assessments to flag struggling students early, has helped ensure schools are using necessary interventions with high quality instructional materials….”
“Finally, Alabama has shown that it is possible to begin turning around the math problem. Two years after passing the Alabama Numeracy Act, Alabama has returned to pre-pandemic proficiency levels for fourth grade NAEP math, jumping from last in the nation in 2019 to 31st this year. This comprehensive math law includes proven policy solutions such as elementary school math coaches; increasing the amount of math instruction per day to 60+ minutes; and the adoption of high-quality instructional materials.”
It would be nice to have faith in the Stanford researchers’ three actions. But here’s the problem – most states and most school districts don’t have the willpower to act on and continue with Hanushek and Hovanetz’s recommendations.
States and districts haven’t really invested in effective personnel for, well, forever. All teachers, but especially the good ones, are underpaid – in every state.
The discipline required to practice formative assessments over the long term, which is what literacy and math screening is all about, isn’t something states and school districts are known for.
It will be interesting to see if Alabama can continue their improvements. Most states, once political leadership changes in their capital city or local school board, can’t continue successful programming. Most politicians, especially if they are from a different party, are eager to initiate their own programming, even though past initiatives have shown success.
No, I’m afraid what has happened with learning loss after the pandemic is a sign of an old teaching and learning system being shown to be weak and obsolete.
If we really want different results, we need to face reality and begin working on a new learning system, a system that personalizes the learning experience for every kid in America.
This new system will require new learning leaders, improved relationships between adult learning leaders and their young learners, empowering both groups to create individualized learning plans that include personal interested and engaging curriculum that relies on a certain amount of technology, embracing anytime, anywhere learning, and a focus on young learner growth in reading, writing, problem-solving, and character development.
The definition of insanity is doing the same things and expecting different results.
Friday News Roundup tomorrow. SVB
A Better Path to Learning 
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