The National Assessment of Educational Progress (NAEP) Long-Term Trend (LTT) results for reading and mathematics at ages 9 and 13 were released on Wednesday, showing improvement for younger students while scores for 13-year-olds remained flat.
The 2025 data indicate that average scores for 9-year-olds increased in both subjects compared with 2022, while average scores for 13-year-olds showed no significant change from 2023. The results come as communities across the country, including in North Texas, explore new ways to boost reading habits among children and youth.
The National Assessment Governing Board announced the release on June 10, 2026. LTT assessments measure age-based performance in reading and math on a paper-based format and are not directly comparable to the main NAEP results by grade.
For 9-year-olds (assessed January–March 2025), average reading scores rose 4 points from 2022 to 218 and mathematics scores rose 4 points to 238. The 2025 reading score was not significantly different from 2020, while the math score was 4 points lower than in 2020. Both subjects remain higher than in the 1970s.
For 13-year-olds (assessed October–December 2025), there were no significant changes in reading (256) or mathematics (270) compared with 2023. Both subjects remain below 2020 pre-pandemic levels. Reading scores showed no significant difference from 1971, while math scores were higher than in 1973.
The Governing Board noted that the latest LTT data follow documented declines in the 2022 and 2023 assessments. “LTT provides an age-based, national snapshot on student learning,” the board stated in its announcement.
Results are available at www.nationsreportcard.gov. The National Center for Education Statistics administers NAEP, while the independent Governing Board sets policy.
Student survey data accompanying the results highlight ongoing challenges with reading engagement. In 2025, only 14% of 13-year-olds reported reading for fun almost every day — the same low level seen in 2023 and down sharply from 35% in 1984.
The Dallas Express has previously reported on local efforts to reverse this trend, including the expansion of book vending machines in Dallas ISD schools. Nearly 60 campuses now offer these machines, which dispense free, age-appropriate books instead of snacks.
Experts point to increased screen time, smartphones, social media, and competing digital entertainment as primary factors contributing to the long-term decline in voluntary reading.
Education officials across states use the data to inform instruction and policy. The LTT assessments have tracked performance since the 1970s, offering one of the longest-running indicators of U.S. student achievement in reading and math.
