Young kids missed the pandemic’s school disruptions. Their reading scores are still behind

Pandemic’s Long Shadow: Youngest Students Still Struggle with Academic Recovery

When COVID-19 upended normal life in early 2020, today’s first and second graders were either infants or not yet born. Four years later, researchers are uncovering concerning trends in how these children—who had no direct experience with pandemic-era schooling disruptions—continue to lag academically behind their pre-pandemic peers.

According to a report published Tuesday by education assessment group NWEA, first and second graders are still performing below pre-pandemic levels in both math and reading. While math scores show gradual improvement each year, reading proficiency remains stubbornly stagnant, suggesting deeper societal shifts beyond classroom disruption may be affecting literacy development.

“There’s something kind of systemic happening here… within schools and outside of schools,” said Megan Kuhfeld, a researcher at NWEA. “We can’t pinpoint one specific cause.”

The academic impact of COVID-19 on older students has been extensively documented—from classroom closures to remote learning challenges, deteriorating mental health, and attendance problems. The federal government responded by providing billions in funding to help students recover, but with inconsistent results. Recent National Assessment of Educational Progress data shows reading scores for fourth and eighth graders continuing to decline in 2024, though math scores have begun trending upward.

Testing for younger children is less common, making the NWEA report particularly valuable. Based on assessments from the 2024-25 school year, it reveals that while kindergarten scores remained relatively stable throughout the pandemic, first and second graders show similar patterns to their older counterparts—math scores gradually improving but still below pre-pandemic levels, while reading scores have remained essentially unchanged since spring 2021.

Researchers are exploring several potential explanations for the persistent literacy challenges. Kuhfeld points to emerging data showing fewer parents reading to their children, a practice known to boost early literacy. A 2024 survey from the United Kingdom found less than half of children under 5 were regularly read to—a 20-point drop from twelve years earlier. Perhaps more concerning, fewer than half of parents reported enjoying the activity.

The reading deficit has prompted adaptations in classrooms nationwide. Many teachers have reduced or eliminated book assignments as they accommodate students with weaker literacy skills and shorter attention spans.

Some districts have implemented targeted interventions. In Minnetonka Public Schools outside Minneapolis, officials report their reading scores have recovered after an initial pandemic dip. The district now emphasizes phonics instruction and regularly assesses students, providing personalized support where needed. Students struggling with reading aloud, for example, might practice by reading to classmates.

Amy LaDue, Associate Superintendent at Minnetonka, points to developmental factors beyond academic instruction. During the pandemic, many young children missed crucial socialization and enrichment opportunities that build language and literacy skills.

“These kids weren’t in school when the pandemic happened, but some were in early childhood and preschool,” LaDue explained. “Their opportunities to have experiences outside their home that build literacy skills and to apply them with peers probably were impacted because they were home.”

The challenges are particularly pronounced for children from lower-income families, who may have had fewer resources for alternative enrichment during isolation periods.

In response to these persistent learning gaps, a growing number of states and municipalities are investing in early childhood education. California has introduced universal pre-kindergarten, while New York City is expanding its program to include 2-year-olds. New Mexico has implemented free childcare for nearly all families, providing earlier access to structured learning environments.

These initiatives reflect a growing recognition that addressing pandemic-related learning deficits requires interventions that begin before kindergarten, especially for the generation of children whose earliest developmental years coincided with unprecedented social disruption.

As schools continue adapting their approaches, researchers emphasize the importance of comprehensive strategies that address both in-school instruction and broader developmental needs to help the pandemic’s youngest students fully recover.