U.S. Teenagers' Performance in Global Assessments

The transcript discusses the performance of U.S. teenagers in math, reading, and science based on results from the Program for International Student Assessment (PISA) published on December 5, 2023.

U.S. teenagers have shown a significant decline in math performance compared to previous years, particularly before the COVID-19 pandemic.
Conversely, reading and science scores have remained relatively stable.
When compared to international peers, U.S. students have lost less ground across subjects.

U.S. 15-year-olds scored an average of 465 in math, which is 13 points lower than the previous assessment in 2018.
This score is on par with the global average but 18 points lower than the inaugural PISA in 2003.
The average scores across PISA range from 0 to 1,000, where a difference of 25 points corresponds approximately to a year of learning.
In reading, the U.S. average remained statistically flat at 504, and in science at 499, both above the international average.

As evidenced by the data, U.S. performance in mathematics is lagging behind the global standards, where the average performance of the U.S. is less than other educational systems within the Organization for Economic Cooperation and Development (OECD).
U.S. rankings based on assessments:
- Reading: 6th
- Science: 10th
- Math: 26th

Fewer than 10% of U.S. students scored at an advanced level in math (the two highest achievement levels) which mirrors the OECD countries' average.
By contrast, countries such as Japan, Korea, and Singapore show higher performance where more than 20% of students reached the highest levels. Notably, Singapore has 40% of students achieving the top levels in math.
Over one third of U.S. students did not achieve basic proficiency in math, indicating they are not able to employ multiple strategies to solve mathematical problems.

There is an observed performance gap whereby U.S. students in schools with significantly high poverty rates scored 50 scale-score points lower than the average in math, 48 points lower in reading, and 53 points lower in science.
This reflects a trend where students in the highest poverty schools perform below basic proficiency, equating to approximately two years behind the U.S. average.
Disparities in access to advanced math courses, especially for students of color, exacerbate these performance gaps. Recent data indicates that nearly half of U.S. high schools do not offer calculus or computer science.

The pandemic resulted in longer school closures in the U.S. compared to other countries, yet the decline in U.S students' performance in PISA was less steep than in many OECD countries that reopened faster post-pandemic.
Analysis shows that variations in school reopening times clarified only 11% of score differences among countries, indicating other factors are at play.
U.S. Secretary of Education Miguel Cardona attributes $350 billion in federal emergency funding during the pandemic as a critical factor in preventing sharper declines in student performance.

The Education Department is implementing a $90 million grant initiative to enhance effective instruction methods in STEM areas.
Secretary Cardona expressed the need for urgent action to address the stagnation in math scores, emphasizing the importance of fighting complacency in educational standards.

The findings showcase a complex landscape of academic performance among U.S. teenagers, highlighting both areas of stability and concerning declines, particularly in mathematics. The need for systemic reforms in educational practices and addressing inequities remains critical for future improvements in student achievement.