Scores for 9-year-olds improved in reading and mathematics in 2025 while scores for 13-year-olds showed no significant change
Scores for 9-year-olds increased in both reading and mathematics between 2022 and 2025
- Average scores were higher in 2025 than in 2022 for 9-year-old students in reading and mathematics. The average scores in 2025 were 4 points higher in reading and 4 points higher in mathematics compared to 2022.
- These score increases since 2022 were seen among the lower performers at the 10th and 25th percentiles.
- The reading score in 2025 was not significantly different from the pre-COVID pandemic score in 2020.
- The mathematics score was 4 points lower in 2025 compared to 2020.
- The 2025 scores were also higher compared to the earliest assessments in the 1970s.
No change in scores for 13-year-olds in reading or mathematics since 2023
- For 13-year-old students, there were no significant changes in either the reading or mathematics average scores compared to 2023 (the most recent assessment for that age).
- The 2025 scores in both subjects were lower than the pre-pandemic scores in 2020.
- The 2025 reading score was not significantly different from the score in 1971.
- The 2025 mathematics score was higher than in 1973.
About the LTT Assessment
Since the 1970s, the National Assessment of Educational Progress (NAEP) has monitored the academic performance of U.S. students with what have become known as the long-term trend (LTT) assessments. The 2025 reading and mathematics LTT assessments were administered in the winter (January to March) for age 9 and in the fall (October to December) for age 13 in the 2024–2025 school year. Results in this report are based on the performance of nationally representative samples of 9- and 13-year-old students attending public and private schools.
The NAEP long-term trend assessments in reading and mathematics are distinct from the main NAEP assessments, which date back to the early 1990s. The existence of two national assessment programs—LTT and main NAEP—makes it possible to meet two major objectives: (1) to measure student progress over an extended period of time (LTT) and (2) to measure student knowledge and skills based on the most current curricula and standards (main NAEP). Results from the two assessments cannot be directly compared because they use different questions and have different levels of difficulty, and because LTT is sampled by age whereas main NAEP is sampled by grade. Read more about the differences between NAEP LTT and main NAEP assessments.
Figure Assessment design and administration information in the NAEP long-term trend reading and mathematics assessments: 2025
| Age 9 | Age 13 | |
|---|---|---|
| Assessment period | January to March, 2024–2025 school year | October to December, 2024–2025 school year |
| Number of students assessed in reading | 7,400 | 8,200 |
| Number of students assessed in mathematics | 7,600 | 8,200 |
| Number of schools assessed | 400 for reading and 410 for mathematics | 440 for both subjects |
| Cognitive testing time | 45 minutes | |
| Reported results | Based on national level student performance on a paper-based assessment | |
| Survey questionnaires | Administered to students and to school administrators | |
The Story of NAEP
The National Assessment of Educational Progress (NAEP) is a continuing and nationally representative measure of trends in academic achievement of U.S. elementary and secondary students in various subjects. It is the largest continuing and nationally representative assessment of what our nation's students know and can do in select subjects. It was first administered in 1969 to measure student achievement nationally. Teachers, principals, parents, policymakers, and researchers all use NAEP results to assess progress and develop ways to improve education in the United States.