Statement From The Reading League President and CEO Maria Murray on the 2024 NAEP Report
By: Dr. Maria Murray | February 7, 2025
The release of the National Assessment of Education Progress (NAEP), known as “The Nation’s Report Card,” shows a decline in reading scores for both fourth and eighth graders. These results remind us that our nation’s children are still grappling with the academic setbacks made worse by the pandemic.
While we note slight increases in math scores, the decline in literacy scores amplifies the need to remain diligent with corrective solutions. We are encouraged by the progress driven by The Reading League’s chapter leaders and state gains through legislative efforts, including notable reading improvements in Alabama, Indiana, Louisiana, and other states with comprehensive science of reading initiatives.
Historically, top-performing states such as Massachusetts have fared better, but work still needs to be done. Sarah Fennelly, Ph.D., president of The Reading League Massachusetts, said, “Although Massachusetts is ranked number one, the data tell a story that is not worth celebrating. We still have a lot of work to do with 60% of our fourth and eighth graders not reading at grade level.”
Meanwhile, Melissa McCray, Ph.D., is celebrating Mississippi’s continued positive gains. “We are again elated to see our continued progress as a state. We fully realize this continued growth is due to the educational fortitude of our outstanding educators,” McCray said. “Advancing literacy demands persistence, adaptability, and a culture that values evidence-aligned reading and writing instruction. The ‘Mississippi marathon’ will continue until every child can read.”
These advancements also highlight the dedication and success of educators working tirelessly to align literacy instruction with the science of reading. This includes enhancing language and writing instruction, fostering comprehension, building knowledge, and strengthening foundational reading skills to ensure all students can successfully engage with content. It also includes supporting educators in applying their knowledge to their daily Tier 1 practice.
Despite the overwhelming consensus on the type of instruction most likely to help all students become proficient readers, implementing this research is complex. As demonstrated by Mississippi’s dramatic improvement in reading scores nearly 10 years after implementation and Louisiana’s steady progress since 2013, reversing the trajectory of reading scores is a long-term commitment. It requires investment in building teacher knowledge, providing administrative and coaching support, and equipping educators with evidence-aligned curricular resources.
The Reading League remains more committed than ever to supporting educators, leaders, and decision-makers with high-quality resources, guidance, and school-based partnerships.
