Education News

Alaska Students Continue to Struggle in Math and Reading

Alaska public school students are facing ongoing challenges in math and reading proficiency, according to the latest results from the National Assessment of Education Progress (NAEP), also known as the “Nation’s Report Card.” The findings highlight a persistent downward trend in student performance over the past two decades.

Alaska’s Rankings in National Assessments

The NAEP is a congressionally mandated standardized test administered every two years to a random selection of fourth, eighth, and twelfth grade students across the United States. The latest results, released on Jan. 29, 2025, show that Alaska’s students continue to lag behind their peers in most states.

For fourth grade reading, 47% of students scored at or above the NAEP basic reading level, while only 22% reached or exceeded the proficient level. The state’s average score was 202, significantly below the national average of 214. Alaska ranked 51st out of 52 jurisdictions, with only New Mexico scoring lower.

Eighth grade reading scores followed a similar trend. Only 57% of students scored at or above the basic level, marking a decline from 63% two years ago. Meanwhile, the percentage of students scoring at or above proficient dropped from 26% in 2022 to 22% in 2024. The average reading score for eighth graders in Alaska was 246, compared to the national average of 257, again placing the state 51st in rankings.

Alaska school education

Math Scores Show Slightly Better Performance

Alaska’s fourth grade students performed slightly better in math compared to reading. In 2024, 64% of students scored at or above the NAEP basic level, while 30% achieved proficiency. However, the state’s average math score of 226 remained below the national average of 237, ranking 51st out of 53 jurisdictions, ahead of New Mexico and Puerto Rico.

The results confirm a continuing struggle for Alaska’s students, as efforts to improve educational outcomes have yet to produce significant gains. State officials and educators may need to reassess strategies to address the persistent gaps in learning.

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