Among its many stupid decisions, Elon Musk’s DOGE cut the staff of NOAA and the Natuonal Weather Service. Experts warned that people would die without accurate warnings. Trump ignored the warnings; so did Republicans in Congress. The cuts were imposed. The savings were a pittance. Unprepared for the storm and flooding in Texas a few days ago, people died.
As the best and the brightest were being fired at the National Weather Service and the National Oceanic and Atmospheric Administration by senseless and draconian ‘DOGE’ cuts earlier this year under Trump, with no reason given except for the need to cut a paltry amount of the government’s budget, experts warned repeatedly that the cuts would have deadly consequences during the storm season. And they have.
Dozens and dozens of stories have been written in the media citing hundreds of experts which said that weather forecasting was never going to be the same, and that inaccurate forecasts were going to lead to fewer evacuations, impaired preparedness of first responders, and deadly consequences. I quoted many of them in my daily Bulletins and wrote about this issue nearly 20 different times.
And the chickens have come home to roost. Hundreds of people have already been killed across the US in a variety of storms including deadly tornadoes – many of which were inaccurately forecasted. And we are just entering peak hurricane season. Meteorologist Chris Vagasky posted earlier this spring on social media: “The world’s example for weather services is being destroyed.”
Now, after severe flooding in non-evacuated areas in Texas has left at least 24 dead with dozens more missing, including several young girls at a summer camp, Texas officials are blaming their failure to act on a faulty forecast by Donald Trump’s new National Weather Service gutted by cuts to their operating budget and most experienced personnel.
At a press conference last night, one official said: “The original forecast we received on Wednesday from the National Weather Service predicted 3-6” of rain in the Concho Valley and 4-8” of rain in the hill country. The amount of rain that fell in these locations was never in any of their forecasts. Everybody got the forecast from the National Weather Service. They did not predict the amount of rain that we saw.”
Reuters published a story just a few days ago, one of many warning about this problem: “In May, every living former director of the NWS signed on to an open letter with a warning that, if continued, Trump’s cuts to federal weather forecasting would create ‘needless loss of life’. Despite bipartisan congressional pushback for a restoration in staffing and funding to the NWS, sharp budget cuts remain on pace in projections for the 2026 budget for the NOAA, the parent organization of the NWS.”
But Commerce Secretary Howard Lutnick, whose agency oversees NOAA, testified before Congress on June 5 that the cuts wouldn’t be a problem because “we are transforming how we track storms and forecast weather with cutting-edge technology. Under no circumstances am I going to let public safety or public forecasting be touched.” Apparently the “cutting edge technology” hasn’t arrived yet.
And now presumably FEMA will be called upon to help pick up the pieces of shattered lives in Texas – an agency that Trump said repeatedly that he wants to abolish. In fact, Trump’s first FEMA director Cameron Hamilton was fired one day after he testified before Congress that FEMA should not be abolished.
The voters of Texas decided that they wanted Donald Trump and Greg Abbott to be in charge of the government services they received. That is exactly what they are getting. And as of this writing on Saturday morning, Trump still hasn’t said a word about the storm and the little girls who were killed at the camp.
However, Trump was seen dancing on the balcony of the White House last night celebrating the latest round of cuts in his budget bill that just became law so billionaires and corporations can have huge tax cuts. People are dying and more will die because of their recklessness, just like we saw during covid. And now millions won’t even have health insurance to deal with the consequences.
Melissa Ramirez, a first grade teacher at Lockeford Elementary in Lodi, holds up a flashcard while students say and spell the word ‘water.’
Credit: Andrew Reed / EdSource
Despite a newfound national focus on the science of reading, states, including California, aren’t doing enough to support and train teachers to effectively teach literacy, according to a report released Tuesday by the National Council on Teacher Quality.
Thirty-two states have passed laws or implemented policies related to evidence-based reading instruction in the last decade. Despite that, nearly every state could do more to support literacy instruction, according to the report, “Five Policy Actions to Strengthen Implementation of the Science of Reading.“
“While states are rightly prioritizing literacy, they are not focusing enough attention on teacher effectiveness and teacher capacity to teach reading aligned to the science,” council President Heather Peske told EdSource. “If these efforts are to succeed … the state needs to ensure that teachers are prepared and supported from the time that they are in teacher preparation programs to the time that they enter classrooms.”
The report rated states as strong, moderate, weak or unacceptable, based on whether they have policies to ensure students receive science-based reading instruction that includes teaching them to sound out words, a process known as phonics. Only 12 states, Arkansas, Colorado, Florida, Louisiana, Minnesota, Mississippi, Ohio, Rhode Island, Tennessee, Texas, Utah and Virginia, were rated as strong.
The state gets high marks for setting reading standards for teacher preparation programs, adopting a strong reading licensure test for teachers, and requiring districts to select high-quality reading curricula. California scored lower on whether it requires ongoing literacy training for teachers and on its oversight of teacher preparation programs to ensure they are teaching the science of reading.
Not all teachers are trained in the science of reading
While California provides funds to school districts to offer literacy training to teachers, it does not require all elementary school teachers to be trained in the science of reading, as other states do, Peske said, adding that without proper training, teachers often flounder when teaching literacy, despite having access to high-quality instructional materials.
Effective teaching is critical to improving students’ reading skills. More than 90% of students would learn to read with effective reading instruction, according to the report.
About 40% of students entering fourth grade in the United States can read at a basic level, according to the research. The latest California test scores show fewer than half of the students who were tested were proficient in reading. These results have not changed much in the past decade.
“Why do we see staggering numbers of children, especially children of color and from low-income backgrounds, without fundamental literacy skills? said Denise Forte, president and CEO of The Education Trust. “Because in many districts and schools nationwide, outdated teaching methods and curricula that have been proven ineffective, and even harmful, are still being used.”
The report comes as California and other states are renewing their focus on the science of reading, which is based on over 50 years of research that provides a clear picture of how effective literacy instruction can produce a skilled reader, Peske said.
Only two of the 41 teacher preparation programs reviewed in California adequately cover all five components of the science of reading, according to the report. The five components include phonics, phonemic awareness, fluency, vocabulary and comprehension.
California puts renewed emphasis on reading
But that could change soon. By July 1, California will require teacher preparation programs to provide literacy training based on the science of reading and the state’s new literacy standards.The new standards include support for struggling readers, English learners and pupils with exceptional needs, incorporating dyslexia guidelines for the first time.
The state is also eliminating the unpopular Reading Instruction Competence Assessment in 2025. It will be replaced with a performance assessment based on literacy standards and a new set of Teaching Performance Expectations.
“This latest set of standards and TPEs are probably the strongest statements we’ve had about reading and literacy in teacher preparation,” said Mary Vixie Sandy, executive director of the California Commission on Teacher Credentialing. “We are going gangbusters to get them in the field.”
More than half of the states use outside accreditors to review teacher preparation programs, which researchers say is not ideal. The report includes California as one of those states, but Sandy says that is not the case. Teacher preparation programs in California must be reviewed every seven years by a commission-approved institutional review board made up of university faculty and practitioners across all credential areas, Sandy said. Members are trained on the standards, or have a background or credential in the subject being reviewed, she said.
Teacher preparation programs that want a national accreditation can choose to use an outside accreditor, but it is not required for state accreditation, Sandy said.
California should also include data it collects on teacher pass rates on the state reading licensure test as part of the review of teacher preparation programs, Peske said.
California’s changes to teacher preparation and emphasis on the science of reading were taken into consideration by National Council on Teacher Quality’s researchers when evaluating the state, Peske said. The research was also sent to the California Department of Education at least twice for review. No one at the department said the research was in error, according to the council.
The council has provided a guide to help states implement and sustain strong reading instruction.
“Helping all children learn to read is possible when you have teachers who’ve been prepared in the science of reading,” Peske said. “Much like an orchestra needs each section of instruments to come together to successfully create music, states need to implement multiple teacher-focused reading policies that work together to improve student outcomes.”
The 9th U.S. Circuit Court of Appeals on Thursday temporarily blocked a federal judge’s order that directed President Donald Trump to return control of National Guard troops to California after he deployed them there following protests in Los Angeles over immigration raids.
The court said it would hold a hearing on the matter on June 17. The ruling came only hours after a federal judge’s order was to take effect at noon Friday.
Earlier Thursday, U.S. District Judge Charles Breyer ruled the Guard deployment was illegal and both violated the Tenth Amendment and exceeded Trump’s statutory authority. The order applied only to the National Guard troops and not Marines who were also deployed to the LA protests. The judge said he would not rule on the Marines because they were not out on the streets yet.
California Gov. Gavin Newsom, who had asked the judge for an emergency stop to troops helping carry out immigration raids, had praised the earlier ruling.
“Today was really about a test of democracy, and today we passed the test,” Newsom said in a news conference before the appeals court decision.
The White House had called Breyer’s order “unprecedented” and said it “puts our brave federal officials in danger.”
A federal judge issued an order late Thursday blocking President Trump from deploying members of the California National Guard in Los Angeles, and ordered the administration to return control of the forces to Gov. Gavin Newsom.
The restraining order from District Judge Charles R. Breyer, which takes effect Friday at noon Pacific time, delivered a sharp rebuke to President Trump’s effort to deploy thousands of National Guard troops on the streets of an American city, a move has contributed to nearly a week of political rancor and protests across the country.
“His actions were illegal — both exceeding the scope of his statutory authority and violating the Tenth Amendment to the United States Constitution,” Judge Breyer wrote of Mr. Trump’s orders. But he gave the administration a chance to appeal.
A federal judge in San Francisco on Thursday ordered the Trump administration to “return control” of the California National Guard to Gov. Gavin Newsom after the president issued an extraordinary order deploying them to Los Angeles over the weekend.
U.S. District Judge Charles Breyer, presiding over the case, granted California’s request for a temporary restraining order, granting the federal government a stay until Friday to appeal the ruling.
Breyer had expressed skepticism at a hearing Thursday over the matter, questioning whether President Trump had operated within his authority.
“We’re talking about the president exercising his authority, and of course, the president is limited in his authority,” Breyer said. “That’s the difference between the president and King George.”
“We live in response to a monarchy,” the judge continued, adding: “Line drawing is important, because it establishes a system of process.
In the lengthy decision, Breyer wrote that he is “troubled by the implication” inherent in Trump administration’s argument “that protest against the federal government, a core civil liberty protected by the First Amendment, can justify a finding of rebellion.”
The Fresno Unified school board on Friday appointed Misty Her, the district’s deputy superintendent, to lead the district on an interim basis while the board conducts a national search for someone to fill the permanent role.
The decision came after closed-session discussions at a Monday meeting and during special board meetings about the interim position on Wednesday and Friday.
As interim superintendent of California’s third-largest district, Her becomes the nation’s highest-ranking Hmong education leader and brings stability that the district needs, board members said at the news conference after Friday’s meeting.
Her appointment, which becomes effective on Wednesday when her contract is approved, allows Fresno Unified to “maintain momentum” without rushing the search process, board President Susan Wittrup told reporters.
“We need an interim superintendent who will continue to implement the important initiatives that the district is pursuing and who will ensure that we are fully prepared for the first day of school in the fall,” Wittrup said.
The school board said on April 10 that it would consider both internal and external candidates in the search for a new superintendent — a change in the search process that was spurred by weeks of community outrage.
The outrage followed a March 20 closed-session decision to interview internal candidates before deciding how to proceed with the search process. Details of the 4-3 decision were leaked to the media, sparking community anger that pushed the board to reverse course on April 3 and postpone already scheduled interviews.
After the April 10 decision, the search process was supposed to include community participation with the board providing additional updates at other meetings. Although board members met on April 24 for a regularly scheduled meeting, the board president didn’t disclose a timeline in a seemingly stalled process, The Fresno Bee reported.
Superintendent Bob Nelson announced his resignation on Jan. 22; his last day is July 31. The school district confirmed in a media release about Nelson’s resignation that Her would be named interim superintendent, but naming her on Friday is a move that most likely won’t restore community trust, according to Fresno Teachers Association President Manuel Bonilla.
“The FUSD school board continues to erode community trust with its handling of the superintendent search process,” Bonilla said in an emailed statement following the announcement. “The board’s decision to announce the appointment of Interim Superintendent Misty Her during the Friday News Dump period, following two abnormally scheduled special meetings that effectively sidelined public input, undermines transparency and further erodes community trust in the superintendent selection process.”
So far, the search process has been engulfed in community angst about an alleged lack of transparency and accusations that the process had been tainted by politics, EdSource reported. District employees at the center of the search, including Her, even faced racial harassment and threats.
Reflecting on the last few weeks, board member Elizabeth Jonasson Rosas said on Friday that the board is now where it needs to be — united to find its next superintendent who can advance student achievement. Most Fresno Unified students failed to meet the state standards in 2023.
The district leaders did not answer questions at Friday’s news conference but will host another one Wednesday before the board’s regularly scheduled meeting.
“Moving forward, the board must demonstrate a commitment to inclusivity and transparency in its decision-making processes,” Bonilla said. “We urge the board to prioritize meaningful community engagement and input in the selection of the next superintendent to rebuild trust and ensure accountability to all stakeholders.”
Nelson, board members say the appointment is what Fresno Unified needs
The board’s unanimous decision to appoint Her is what the Fresno Unified community needs, district leaders said.
“There is nobody I am more confident in leading our Fresno Unified family through this transitionary period than you,” Nelson said, addressing Her, at the Friday special board meeting. “You have never apologized about your relentless focus on student achievement, and that’s what we really need at this time.”
Her’s entire 30-year career has been in Fresno Unified where she’s held many positions, including a bilingual instructional aide, a school leader and deputy superintendent in 2021.
“Most important to me,” trustee Veva Islas said, “Misty’s lived experience allows her to relate to our disadvantaged students that no other superintendent can.”
Born in a prisoner of war camp in Laos, Her’s family escaped to a refugee camp in Thailand after the end of the Vietnam War before eventually coming to the United States and settling in Fresno when she was a young child, Fresno Unified said in an emailed statement. That firsthand experience and her understanding of the challenges faced by students from diverse backgrounds have shaped her into a passionate and effective leader, the school district stated.
Based on 2022-23 state data, more than 92% of Fresno Unified students are minorities, and according to 2023-24 district data, 88% of students are living in disadvantaged circumstances.
The school board, which has yet to lay out a timeline, share a job description for the next superintendent or select another search firm to lead the search, will update the community about the national search at its May 8 meeting.
The board is “committed and unified” to not only find the next superintendent but to support Her in the meantime, board members said.
“Fresno Unified is my life. From elementary school through more than three decades as an employee and a current Fresno Unified parent, my commitment runs deep,” Her said in the district’s statement.
“I am proud to serve our students and their families as one of their own,” she said. “Our Fresno Unified family deserves a leader who is a successful Fresno Unified graduate, is committed to this community and truly believes in our students and staff.”
Student mental health was declining even before the pandemic, research has shown.
Alison Yin for EdSource
Nearly five years after Covid-19 began, a national report released Tuesday shows that recovery from the pandemic for students will be a “long slog.”
“The State of the American Student,” a report by the Center for Reinventing Public Education (CRPE) states that the findings are “sobering, daunting, and discouraging,” and that the slow pace of recovery from the pandemic has left an indelible mark on education, with long-term implications for students’ income, racial inequity and social mobility in the United States.
“If policymakers and educators do not get serious about ensuring these students have access to proven interventions, then we will continue to see the educational impact of the pandemic reverberate for many years, both in our schools and in our economy,” the report stated.
For the last three years, CRPE — a research organization out of the Mary Lou Fulton Teachers College at Arizona State University — has released annual reports examining the academic, social, emotional and mental health effects of the pandemic on students. CRPE Executive Director Robin Lake said the reports were an attempt to ensure that schools wouldn’t go back to business as usual before students were “made whole.”
Fears that the pandemic would widen pre-existing opportunity gaps have come to fruition, according to the report’s summary of a wide span of research. The report focuses extra attention on certain groups: young children, disabled students, English learners and homeless students, and students who still lag far behind from where they would have been if not for the pandemic. Lake added these groups were largely not well served by schools before the pandemic began.
The report takes a sweeping look at the issues that have been harming students’ recovery since 2020, including chronic absenteeism, staffing shortages, poor teacher morale and student disengagement. These are all signs pointing to a pandemic recovery effort that will require a “long haul.”
Struggling students need more attention
Currently, schools are facing “gale-force” headwinds trying to address these challenges, the report states. Pandemic-era funding is drying up, declining school enrollment is stretching district finances, and many educators are facing burnout. But the worst part is that the problem is underappreciated, Lake said.
“Perhaps the most concerning thing to us is how little discussion there is about these problems,” Lake said.
Politicians are not talking about pandemic recovery, especially when it comes to the groups that have been struggling the most, she said. For instance, CRPE pointed out how some states, including California, do a poor job communicating data about how students have fared since the pandemic.
Additionally, parents do not seem to know just how far behind their children are — thanks in part to grade inflation and some schools’ poor communication, Lake said.
USC’s Center for Economic and Social Research conducted interviews with the parents of disabled students.
One parent did not learn from the school that their child was failing two courses, making him ineligible to graduate from high school: “I didn’t know until we were in the process of graduation,” the parent told interviewers.
The number of students who are served under the Individuals with Disabilities Education Act has skyrocketed in recent years. It dipped during the peak of the pandemic when school campuses were closed, but surged again as students returned to the classrooms. It’s not clear why, but different theories have emerged.
While it states that kindergartners who have not attended preschool are more likely to have academic and social struggles, including a rising number of behavioral issues and speech delays, the report notes that students who start school behind their peers may be being over-identified as having a disability or that the high numbers could be because students who might have simply been treading water in a previous era are now being correctly identified as having a disability.
The problems faced by disabled students exemplify many of the biggest struggles of pandemic recovery efforts in schools. Disabled students’ academic performance has long lagged behind other students, but that gap has widened in the wake of the pandemic. The teacher shortage is particularly acute among special education teachers, now that they are needed most. Meanwhile, some effective efforts, such as tutoring, are not reaching disabled students. Low expectations for students with disabilities is a crisis that has failed to garner proper attention and resources, Lake said.
One parent interviewed for the report said that getting help for their disabled students required constant fighting. “Multiple times, they promised in-person, in-school tutoring — which they just were understaffed and were never able to find anyone,” the parent said.
Another parent said that without speech therapy, their son with epilepsy fell behind in school during the pandemic.
“He fell further behind because my husband and I tried our best, but we can only do so much if you’re not a teacher, which is very frustrating,” the parent said in an interview.
Recovery solutions are straightforward
The strategies that helped schools recover have “not been rocket science,” Lake said.
Many schools have been successful with programs such as tutoring, high-quality curricula, extending learning time and improving communication with parents. Some schools are making these strategies a permanent part of the school experience, which is good news: Tutoring and small-group instruction are some of the most powerful tools schools have at their disposal, the report states.
But scaling can be tricky, and many of the students who need help the most are not getting it, CRPE notes. Fewer than half of students who most needed that help enrolled in summer school, according to a Rand study, and just 1% of eligible students in Louisiana enrolled in a tutoring program for struggling readers.
The report recommends focusing on the specific needs of struggling students, such as students with a disability or English learners, rather than so-called average students. Addressing the issues that these students are struggling with will pay dividends for the broader student population, Lake said.
Some schools are demonstrating that recovery is possible, even if it’s not the dominant story right now. Students and educators alike are struggling, but there is a renewed understanding of the crucial role that school plays in a community. That has led to some schools rebuilding and strengthening that institution.
“During the pandemic, you remember, there was so much talk about more joyful education, more engaging, more flexible,” Lake said. “We think that that has actually taken hold.”
Government Executive describes the deep cuts that the Trump administration and the DOGE team intend to impose on the Interior Department, with the collaboration of Secretary of the Interior Douglas Burghum, former Governor of North Dakota.
The Interior Department is finalizing reduction-in-force plans expected to target thousands of employees, including 1,500 at the National Park Service, with notices going out to employees within 10 days.
The anticipated layoffs follow the departure of thousands of Interior employees leaving the department under various incentives. Interior earlier in May initiated a consolidation of several functions currently conducted by each bureau individually by rolling them up into the department’s headquarters, where they will report directly to Secretary Doug Burgum. Some of the employees who were part of that consolidation—such as those in IT, communications, finance, human resources and contracting—are eventually expected to feel the impacts of workforce downsizing.
NPS is expected to issue around 1,500 RIFs, while the U.S. Geological Survey will lay off around 1,000 employees—focused on its Ecosystems Mission Area, according to a person familiar with the plans—and the Bureau of Reclamation will target around 100 to 150 employees, according to another employee there briefed on the details. Other components, such as the Bureau of Land Management and the Fish and Wildlife Service, are also expected to experience layoffs. Four sources confirmed the first round of RIFs are expected on or around May 15.
Reclamation already lost about one-quarter of its 5,800 employees through incentivized departures, according to an employee briefed on the details, so it is expecting a smaller RIF of 100 to 150 employees. At NPS, meanwhile, just 5% of employees have so far opted into the “deferred resignation program”—which has enabled them to take paid leave through September, at which point they must leave government service—leading to a more significant expected RIF for the agency.
In addition to NPS headquarters and regional offices, NPS’ Cultural Resources Stewardship, Partnerships, and Science Directorate and Natural Resource Stewardship and Science directorates are expected to be heavily impacted, with the vast majority of staff being laid off. Those divisions are made up of hundreds of biologists, archaeologists, geologists, historians and other scientists and specialists who help preserve and understand resources within the parks.
While NPS staff were originally told the RIFs would focus on Washington and regional staff, wiping out those directorates would mean individual parks would also see direct impacts. Some of the functions of those offices are statutorily required, said Kriten Brengel, the National Parks Conservation Association’s senior vice president for government affairs, who added groups like hers would sue Interior if it follows through on its plans….
Government Executive first reported on Interior’s plan to consolidate functions across the department earlier this month, which Interior Secretary Doug Burgum subsequently confirmed in a memorandum. Burgum tapped the assistant secretary for policy, management budget—a role currently being filled by Tyler Hassenm—to lead the effort. Hassen previously served in the Department of Government Efficiency….
The cuts come on top of a significant exodus across Interior as employees have flocked to the deferred resignation, buyouts and early retirements all while a hiring freeze is in place. NPS has already lost around 13% of its workforce, according to NPCA, complicating Burgum’s order to keep parks open without reducing hours.
The mandate—park superintendents will need a sign off from agency leadership to close even a trail or visitor center—already raised concerns with agency stakeholders even before the layoff plans were made clear. NPCA’s Brengel suggested Burgum was “setting up the Park Service for failure” as it aims to carry out the same level of operations without the requisite staff to do so.
She added the expansion of NPS RIFs to the science teams means the cuts are “larger and more directly attacking the Park Service.”
A USGS employee in the Ecosystems Mission Area said the cuts will likely spell the end of fish survey work, in which agency staff go out on ships to inform states of fish stocking and harvest rates.
“The states do not have the funds or staff to take over,” the employee said. “There are few people in the US with these skills.”
Mary Jo Rugwell, a long time BLM executive who now leads the Public Lands Foundation, said her former agency has lost more than 1,000 employees since President Trump took office, or about 10% of the workforce. The agency has long suffered from understaffing, Rugwell said, an issue exacerbated in Trump’s first term when he moved the agency’s headquarters to Grand Junction, Colorado. Now, she said, as employees head for the exits and more RIFs are expected, BLM will struggle to carry out the Trump administration’s priorities to approve oil and gas leasing, grazing permits, drilling and timber sales, work that requires significant experience.
“The very people you need to get this work done, they’re sending them packing,” Rugwell said. “And it doesn’t make any sense….”
“Morale is at an all time low,” one employee said. “People are worried about RIFs, contracts being cut and so many changes coming at once. Consolidation at the department is seen as a hostile takeover of bureau level functions, and a way to group people to make RIFs easier.”
Like most of the nation, California students were stuck in low gear again in 2024. On the National Assessment for Educational Progress (NAEP), they performed significantly below their pre-pandemic scores in math and reading.
The gaps between the lowest-performing students, between low-income and well-off students, and among some racial and ethnic groups continued to widen overall, an ominous sign that many students are unprepared for high school and beyond.
“Our nation is facing complex challenges in reading,” said Peggy Carr, commissioner of the National Center for Education Statistics, which administers NAEP, noting that nationwide, the percentage of eighth graders reading Below Basic, the lowest achievers, was 33% and the highest in the assessment’s history. The 40% of fourth graders scoring Below Basic was the highest in 20 years.
On the fourth grade reading assessment for NAEP, scores in five states, in light blue, declined compared with 2022, no states’ scores improved, and 47 states, including California, saw no statistically significant change.Credit: National Assessment of Educational Progress
Also known as The Nation’s Report Card, NAEP is the only assessment that a representative number of students in fourth, eighth, and 12th grades in every state and Washington, D.C., take every two years—and thus, the most reliable measure of performance among states. The results for fourth and eighth graders were released today.
On NAEP’s 500-point scale, where one or 2-point gains are common, and movement of 3 or more points are notable, California’s scores have consistently trailed the nation in both reading and math, although the gap in reading has narrowed. That had been especially so for eighth graders, whose score equaled the nation’s in 2022.
But that result was the exception in a year in which scores fell sharply nationally and to a lesser extent in California in the aftermath of the pandemic and slow recovery. Nationally, math scores in 2022 dropped 8 points in eighth grade and 5 points in fourth, the largest drop in NAEP’s 25-year history.
The latest scores show mostly no progress. Scores in fourth and eighth grade reading fell again, leaving California 9 points and the nation 8 points below 2017. Math was mixed — up in fourth grade, but not enough to catch 2019, with eighth grade taking another dip.
The average scores, however, mask widening disparities between the highest and lowest-performing students. On fourth grade reading, student scores at the 90th achievement percentile fell 1 point between 2019 and 2024, and scores at the 75th percentile fell 3 points. However, scores for students in the 10th percentile fell 10 points, and for students in the 25th percentile, they fell 8 points.
The pattern looks about the same throughout the nation, with a serious long-term impact, said Eric Hanushek, a senior fellow at the Hoover Institution at Stanford University, who also was provided an early peek at the scores. “The top scorers are coming back, and the bottom is doing worse, which will affect income distribution over a lifetime,” he said.
On fourth grade reading, California scored higher than three states (West Virginia, New Mexico, and Alaska), statistically about the same as 35 other states and behind 13 states. Only two states, Louisiana in reading and Alabama in math, scored above pre-pandemic levels of 2019.
NAEP scores fall within four bands of achievement: Advanced, Proficient, Basic and Below Basic. The differences by race and ethnicity remained stark on all the tests. For example, on the fourth grade reading test, 7% of Black students and 19% of Latino students scored Proficient and Advanced, while 50% of Asian and 44% of white students scored that high.
For all students, only 31% of California’s fourth graders scored Proficient or Advanced, compared with 32% nationally.
NAEP defines students performing at the Basic level as having partially mastered knowledge and skills required to perform at a Proficient level. Proficient students have demonstrated a grasp of challenging material and can apply the knowledge to real-world situations and analytical skills. Advanced students showed superior performance.
Scoring Below Basic doesn’t mean students in fourth grade can’t read. “We’re saying that they’re unlikely to be able to determine the meaning of a familiar word using context from the text. That’s a critical skill that students will really need for entering middle school,” said Lesley Muldoon, executive director of the National Assessment Governing Board, an independent body that Congress created to set policy for NAEP.
Once education experts and advocates have had a chance to review the results and findings of surveys that the National Center for Educational Statistics conducted of students and teachers, there will be theories for the low scores and calls for efforts to address them.
In The 74 earlier this week, columnist Chad Aldeman evaluated a half-dozen explanations for declining scores nationwide. They include less reading and more TikTok; the abandonment of federal accountability for school performance, starting in the latter years of the Obama administration; the adoption of Common Core state standards a decade ago; and soaring student absenteeism rates post-Covid. While they have come down, the rates remain disproportionately high for the lowest-performing students, contributing to widening gaps in achievement.
Dan Goldhaber, director of the Center for Analysis of Longitudinal Data in Education Research at the American Institutes for Research and one of a few education experts who got an early look at the NAEP results, would add another cause to the mix: emerging evidence of grade inflation, connected to the pandemic, and perceptions parents have of their own children’s learning.
“So the most immediate information that parents get is not state or NAEP tests. It’s (high) grades that are not showing parents where their kids stand in real time, to allow them to provide feedback to their kids and encourage them.”
Goldhaber said there is evidence that teacher quality is largely what moves students; he’d focus on the inequitable distribution of schools with less qualified and credentialed teachers.
Not comparable to Smarter Balanced
Students also take annual state tests in math and English language arts, but NAEP officials warn not to make comparisons since each state’s measurements and standards are different. California aligns its tests to the Common Core standards, while NAEP’s tests are based on what experts say students in each grade should know. It’s harder to score Proficient or above on NAEP than on most state tests. In 2024, 44% of all California fourth graders students scored at or above Proficient on the Smarter Balanced test.
About 11,000 students in California took NAEP, and only portions of it. That’s too few for individual students, schools, and districts to receive scores, with one exception. Annually, a representative number of students in 25 large districts, including Los Angeles Unified and San Diego Unified, take the Trial Urban District Assessment or TUDA. They provided one of the few bright spots in 2024.
Los Angeles was one of three districts whose fourth grade math scores didn’t drop during the pandemic; it rose slightly from 2019 to 2024, and San Diego’s fell less than 2 points, a statistically insignificant amount. In eighth grade, Los Angeles dropped less than a point, and San Diego’s 8-point drop was lower than the national average for the districts. Los Angeles’ reading scores in fourth and eighth grade didn’t decline at all post-pandemic; San Diego’s increased a statistically insignificant amount in fourth grade, and its decline of 3 points was about the average for the TUDA districts.
California’s low percentage of students scoring Proficient or better on fourth grade reading and math (34% Proficient in fourth grade, 29% in eighth grade) will likely lead to calls for funding for teacher training on the new standards and evidence-based practices in kindergarten through second grade.
Gov. Gavin Newsom has proposed allocating $500 million in the 2025-26 budget for teacher training and to encourage districts to use discretionary funding on summer programs and tutoring to make up for lost Covid learning. Some states whose scores exceeded California’s on fourth-grade reading, including Mississippi, Connecticut and Colorado, adopted comprehensive reading plans grounded in the science of reading.
