On September 9, the National Assessment Governing Board (NAGB) released the first postpandemic results from the Nation’s Report Card for 8th grade science and 12th grade reading and math. The results? Troubling, but not surprising. 

Catch up quick: NAEP scores across the board have declined since 2013, and have now reached some of the lowest scores in the history of the assessment. These declines are more significant for students that are economically disadvantaged or English-language learners, exacerbating student achievement gaps. 

In light of these concerning scores, the Senate Committee on Health, Education, Labor, and Pensions (HELP) held a full committee hearing this week, convening experts across the education sector to investigate why NAEP scores are falling and explore potential solutions.

Key themes raised in the hearing included school accountability, the role of technology, and workforce development. 

Accountability

  • Witnesses noted that the upward trajectory of the 1990s and early 2000s was driven by bipartisan support for clear standards and accountability under No Child Left Behind. 
  • There was a call to both preserve and evolve assessment-based accountability and the importance of proficiency alongside growth measures for students. Dr. Martin West, vice chair of NABG, called for more holistic and innovative evaluations. 
  • Accountability matters not only within schools, but also in how systems must hold vendors accountable to outcomes. 

Dr. Katie Jenner, Indiana Secretary of Education shared her perspective on outcomes-based contracting: “Billions of dollars flow in the education space, and every vendor comes in and says they’re the best thing since sliced bread. So, let’s have them put their money where their mouth is. We will only pay if a partner helps us deliver outcomes for our students. It’s our responsibility to make sure in Indiana, we are getting a return on investment.” 

Teacher Effectiveness

  • There was a call to action to better support and train teachers—such as through apprenticeship models—and reward high-performing teachers for positive student outcomes. 
  • The committee heard examples from West Texas, where his district shifted to a compensation system that included incentive pay tied directly to student success. The benefits of this type of approach, echoed by Dr. Eric Hanushek of Stanford’s Hoover Institution, reflects growing momentum around moving beyond traditional salary schedules.

Dr. Scott Muri, Superintendent Emeritus for Ector County Independent School District, West Texas, emphasized: “The number one factor that influences academic achievement is the teacher. And so it is helping our teachers develop those engaging strategies to effectively use the classroom.”

Technology: AI, Social Media, and Cell Phones

  • Experts raised concerns about student engagement and mental health. Students are not meeting grade-level expectations, and are disengaged, reflected by record high rates of chronic absenteeism and further evidenced by NAEP results. 
  • As technological advancements and the use of edtech in classrooms continue, there is need for consideration in how these tools drive or discourage student engagement. 
  • While AI can be incredibly harmful to students—socially, cognitively, or emotionally, depending on its usage—it can also be leveraged in classrooms to support learning, including by reducing teacher workload and administrative burden. All students need AI literacy.

Dr. Rebecca Winthrop reiterated the need for balance and concern for students’ “unfettered access” to social media and AI: “AI enters our world at a time when our social fabric is fraying. Schools must play an essential role in helping develop not just strong academics, but also young people who are willing and able to build strong communities, renew our civic commons, and help repair our divided Nation.”

High School Transformation and the Role of Workforce and CTE

  • Witnesses pointed to career and technical education (CTE), apprenticeships, and work-based learning as critical tools for re-engaging students and preparing them for life beyond high school. 
  • Students are graduating without postsecondary and workforce readiness—only ⅓ of graduates are prepared for college-level work. CTE, apprenticeships, quality work-based learning, and tangible credentials of value in high school are critical to re-engaging students, and helping them see the value of school work. 
  • Drops in scores translate to student outcomes beyond the classroom. Dr. Hanushek warned that students, on average, are projected to experience an “8% reduction of their lifetime earnings” compared to those who graduated in 2013.

“Every day, Indiana’s educators are preparing students with the knowledge and skills required to thrive in a rapidly changing global economy. As technology advances and workforce demands evolve, the work of preparing students for life beyond high school is more critical than ever,” said Dr. Jenner.

Federal Funding

  • There were concerns raised related to federal funding disruptions and program cuts, including disbursement delays, which have negatively affected the day-to-day activities of schools. 
  • Actions taken by ED and OMB have impacted student success and the wraparound supports for students. 
  • Senate Minority members echoed concerns about recent funding reductions, associated disruptions, and risks of deepening the achievement crisis.