The pandemic disrupted education in previously unimaginable ways. It limited testing and pushed schools toward remote learning and easier assignments, along with softer grading and a more relaxed attitude around attendance.
These accommodations were supposed to be short-term, but most are still with us and are having a negative impact on students. This needs to change.
That’s why, as parents nationwide help their children settle into school this fall, they may want to ask questions about whether their kids are ready to dive into grade-level work — and, if not, find out what is being done to address that.
Four and a half years after the start of the pandemic, it’s time to raise the bar and stop making excuses for sagging achievement. Newly released data show that student growth in 2023-24 lagged behind pre-pandemic achievement levels in nearly every grade. That data follows the big declines in reading and math scores on the most recent Nation’s Report Card and the release of a study showing that high-needs districts have been recovering from the pandemic more slowly than their wealthier counterparts, worsening long-standing achievement gaps.
The pandemic also led to an explosion in chronic absenteeism, and we’ve seen only modest improvements. A recent study by USC researchers found a lack of concern about the issue among parents. School leaders also aren’t as worried as you’d expect, with only 15 percent saying they were “extremely concerned” about student absences in a survey released by the National Center for Education Statistics.
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At the same time, we can see clear evidence of grade inflation in rising GPAs coupled with falling or flat test scores. And while I know that teachers are trying to be supportive, lowering expectations is harmful; recent research shows that students learn more from teachers who have higher grading standards.
However, the need to raise standards doesn’t just rest on the shoulders of teachers. Education leaders and policymakers are also making things too easy. After decades of raising the bar for what’s considered grade-level performance, several states have lowered their “cut scores,” or what it means to be deemed proficient on end-of-year achievement tests.
Many states are also cutting back on K-12 assessments and graduation requirements, despite the fact that they are critical to holding education systems accountable.
Even students don’t like the go-easy-on-them approach. In an op-ed for the Baltimore Sun, recent high school graduate Benjamin Handelman notes that what is more helpful is for teachers to show enthusiasm for the subjects they teach and offer rigorous and engaging learning opportunities.
That’s important for all students, but especially for those from historically marginalized groups, who are least likely to get interesting, high-level learning opportunities.
Related: PROOF POINTS: Why are kids still struggling in school four years after the pandemic?
Keeping the bar low is going to make our kids less competitive when they leave school. It shocks me every time I hear people say, “Well, if everyone is behind, then no one is really behind.”
Eventually, young people will compete for jobs that aren’t going to have lower standards. In fact, employers will likely have higher expectations than a decade ago given advances in generative AI, the impact of technological advances on the world of work and a growing demand for employees with strong analytical, problem-solving and interpersonal skills.
Progress over time is central to our lives. When I was growing up, my competitive swimming coach was a former world record holder and Olympian. The time she had needed to be the fastest in the world in the 200-meter butterfly in 1963 was just barely fast enough for her daughter to qualify for the U.S. Olympic trials 30 years later.
We cannot be complacent about the fact that math achievement for 13-year-olds has fallen to levels not seen since the 1990s. That’s why I’m glad there are states and systems holding kids to high expectations. We can learn from them.
In Maryland, Superintendent of Schools Carey Wright has pledged to raise rigor, much like she did in Mississippi, which made major achievement gains under her stewardship. Her strategy, emulated by others, centers around raising standards and implementing evidence-based instructional strategies, most notably in reading. Mississippi is among three states, along with Illinois and Louisiana, where research shows that students have returned to pre-pandemic achievement levels in reading. Additional strategies adopted by Illinois and Louisiana include tutoring and interventions for struggling learners and professional development for educators.
These states show us that all students can succeed when challenged and supported with high expectations and opportunities to learn. That must be what we strive for to help all kids finally put the pandemic behind them.
Lesley Muldoon is the executive director of the National Assessment Governing Board, which oversees the Nation’s Report Card. She previously served as chief operating officer of the Partnership for Assessment of Readiness for College and Careers.
This story about post-pandemic grade-level work was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s weekly newsletter.
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The pandemic disrupted education in previously unimaginable ways. It limited testing and pushed schools toward remote learning and easier assignments, along with softer grading and a more relaxed attitude around attendance. These accommodations were supposed to be short-term, but most are still with us and are having a negative impact on students. This needs to
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