Decline in Academic Performance in the U.S. Continues for 13 Years: Researchers Cite Social Media as a Factor

U.S. Academic Scores Decline for 13th Consecutive Year—Researchers Point to “Reduced Testing” and “Social Media” as Factors

A new study by a research team at Stanford University has revealed a long-term decline in mathematics and reading test scores in U.S. schools. This trend, which began even before the COVID-19 pandemic, suggests that the ongoing “academic regression” is not merely a temporary phenomenon but a continuing issue.

The Reality of Declining Scores

According to data reported by Time magazine, reading scores in 2025 are projected to have declined by approximately 0.6 grade levels compared to 2015, while math scores are expected to have dropped by about 0.4 grade levels. This means that today’s students are roughly 60% of a grade level behind in reading and 40% of a grade level behind in math compared to their peers from a decade ago.

Of particular concern is the idea that this downward trend challenges the narrative of learning loss being solely a result of the pandemic. Tom Kane, academic director of Harvard University’s Center for Education Policy Research, described the pandemic’s impact as “a landslide that occurred after seven years of erosion in students’ academic abilities.” In other words, the crisis only accelerated a problem that was already underway.

Two Significant Changes Behind the Decline

The research team highlighted two major changes in American childhood and education policy that coincide with the period of academic decline.

The first is the dismantling of the test-based accountability system that characterized the “No Child Left Behind” era. This system, which measured educational outcomes through test scores and evaluated schools accordingly, was rolled back as part of a broader movement to diversify education and reconsider assessment methods.

The second factor is the rapid proliferation of social media use among teenagers. Professor Kane pointed out that the timing of the decline in academic performance aligns with a surge in social media usage among young people. This phenomenon is not limited to the U.S. but has also been observed in many other countries.

Professor Kane particularly emphasized the consistent decline in reading scores and their potential link to social media. The study found that the most significant declines in academic performance were observed among students with the lowest achievement levels, who also tended to use social media more frequently. The dominance of short texts, images, and videos in social media may have reduced opportunities to develop the deep reading skills necessary for understanding longer, more complex texts.

Current Challenges and Efforts to Address Decline

Currently, eighth-grade reading scores from a national survey are at their lowest levels since 1990. Additionally, chronic absenteeism remains a significant barrier to improving academic performance. Although absenteeism has decreased since the peak of the pandemic, 23% of students were chronically absent during the 2024–25 school year, a sharp rise from 15% before the pandemic.

However, there are some positive developments. The Associated Press reports that certain states and school districts have made progress, primarily through shifts to phonics-based instruction and enhanced learning support initiatives. These measures represent a return to fundamental approaches, such as teaching the relationship between letters and sounds, and strengthening support tailored to individual learning needs.

The results of this study provide an opportunity to rethink the impact of technology on education. It emphasizes the need for schools and families to not only provide access to devices and the internet but also to consider how such tools affect children’s cognitive abilities, particularly their capacity for deep thinking and reading comprehension.