The Education Scorecard Highlights the Work of Over 100 Districts Improving Faster Than Their Peers in Both Math and Reading

In its fourth year, the Education Scorecard (a collaboration between the Center for Education Policy Research at Harvard University, the Educational Opportunity Project at Stanford University, and faculty at Dartmouth College) provides a mixed picture of American education: a post-pandemic math rebound and early signals that comprehensive literacy reforms are beginning to pay off, but signs that middle-income districts are lagging behind. Christina Grant, Executive Director of CEPR, and Tom Kane, Faculty Director of CEPR discuss findings.

Professor Sean Reardon of Stanford Graduate School of Education discusses the 4th annual Education Scorecard, which finds that test scores have been in decline since well before the covid pandemic.

There has been dramatic variation in the pace of recovery even among districts with similar student characteristics. This year, the Education Scorecard identifies 108 districts that have had large improvements in reading and math relative to matched peers in their own states: districts of similar size, socioeconomic composition, racial demographics, and urbanicity.