Recent research from NWEA examining sixth-grade reading scores on MAP Growth tests from 2017 through 2025 reveals a concerning divergence in student achievement following pandemic-related school disruptions. While all students experienced declines between 2019 and 2021, recovery patterns have split significantly. Students performing at the 90th and 50th percentiles saw their scores stabilize starting in 2022, but those at the 10th percentile have experienced continued decline with achievement dropping further each year.
These findings align with data from the National Assessment of Educational Progress, which has similarly shown middle schoolers’ reading scores either stagnating or falling, with the lowest-performing students accounting for much of the decline. According to Megan Kuhfeld, director of growth modeling and data analytics at NWEA, the consistency of these patterns across multiple datasets strengthens confidence in the trends. The phenomenon appears widespread across middle school grade bands, not limited to eighth graders alone.
The “science of reading” movement has substantially reformed elementary school literacy instruction over the past decade, emphasizing evidence-based practices centered on phonics and fluency, with recent expansion to include vocabulary, complex texts, and content knowledge. Nearly every state has enacted legislation promoting or requiring these methods, leading many districts to redesign curricula and retrain teachers. Some advocates point to modest gains in elementary reading scores as evidence of reform success, with states including Mississippi and Louisiana reporting significant improvements.
However, similar momentum has not yet extended to middle schools. Legislative initiatives targeting older grades remain fewer and less comprehensive than elementary efforts. Several states including Indiana, Mississippi, and Virginia have expanded screening and intervention requirements through eighth grade, while others like Minnesota and Maryland have extended foundational literacy expectations beyond early elementary. Implementation presents practical challenges, as most middle schools lack the structural support systems common in elementary settings, such as dedicated intervention time or sufficient reading specialists.
Experts note that struggling middle schoolers often require different instructional approaches than younger students. While some struggle with foundational skills, others face challenges with vocabulary comprehension or text structure analysis as materials become increasingly complex. NWEA researchers emphasize the importance of diagnostic assessments that can precisely identify individual student needs, enabling schools to use limited instructional resources effectively.
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