The recently released results from Trends in International Mathematics and Science Study (TIMSS) 2023 highlight a concerning decline in U.S. students’ performance in science and mathematics, with the country falling further behind peer countries. But it isn’t just America. The post-pandemic education landscape reveals a troubling decline in student performance globally, with critical gaps in core subjects.
In addition to TIMSS, this is borne out in international assessments such as the 2021 Progress in International Reading Literacy Study (PIRLS) and the 2022 Program for International Student Assessment (PISA), which have tracked educational progress since the 1960s, providing crucial data for tracking trends and guiding policymaking. However, the latest results show concerning trends: 26 percent of students are low performers in reading, 31 percent in mathematics, and 25 percent in science. These numbers suggest that large numbers of students are not meeting even basic academic standards. While the pandemic exacerbated these challenges, many of these issues predate the pandemic. These results raise concerns about the long-term trajectory of global education.
The learning losses caused by the pandemic have only deepened these trends. In our new book, Improving National Education Systems After COVID-19, we show that students have lost anywhere from half a year to a full year of academic progress due to school closures and remote learning challenges. These setbacks have disproportionately affected marginalized students. Those from low-income households or rural areas faced particular hardships, including limited access to technology and reliable internet. These disparities have amplified existing achievement gaps, with disadvantaged students falling further behind. Addressing these inequities must be a central priority as we move forward in educational recovery.
To recover from the pandemic’s impact and ensure long-term growth in student learning, education systems must focus on several key strategies. First, maintaining rigorous and consistent assessments is crucial. Countries that continued standardized testing during the pandemic were better able to track the extent of learning loss and respond with targeted interventions. In contrast, nations that suspended assessments struggled to fully understand the scope of the crisis, making it harder to design effective recovery policies. Regular assessments are more important than ever to identify learning gaps, monitor student progress, and adjust policies accordingly.
Another essential strategy is providing targeted support for students who have fallen behind. High-dosage tutoring programs, which involve frequent, small-group sessions with trained tutors, have proven highly effective in helping struggling students catch up. These programs are particularly beneficial for disadvantaged learners, who may lack the resources or support outside of school. These interventions should be personalized to address individual learning needs, ensuring that students receive the right support at the right time.
The pandemic also presents an opportunity to rethink and streamline curricula. Many education systems have begun reviewing what is taught in schools, prioritizing foundational subjects like reading and mathematics. A well-structured curriculum that builds skills progressively from one grade to the next will better prepare students for academic success. Curriculum reform should also focus on developing critical thinking, problem-solving, and digital literacy. Moreover, curricula must be flexible enough to adapt to future challenges, such as potential disruptions to education or advances in technology.
Teacher support is another critical component of recovery. Teachers have faced enormous challenges during the pandemic, from adapting to remote learning to managing students’ mental health needs. Ongoing professional development and support are essential to help teachers navigate these challenges and deliver high-quality education. Teacher training should also focus on strategies for addressing learning gaps and supporting diverse learners, ensuring that educators are equipped to meet the varied needs of their students.
Finally, education policy must be data-driven. Policymakers should rely on insights from international assessments, national data, and other sources to make informed decisions. Data-driven policymaking will ensure that resources are allocated efficiently and that interventions are targeted where they are most needed. By using evidence rather than assumptions, education systems can better address existing gaps and create strategies for long-term improvement.
Recovery will not be easy, but it is achievable. By focusing on rigorous assessments, targeted interventions, curriculum reform, teacher support, and data-driven decision-making, we can rebuild education systems that not only recover from the pandemic but also thrive in the face of future challenges. The time to act is now. Our children’s future depends on it.
