PORTLAND, Ore., July 24, 2025 /PRNewswire/ — NWEA, a K-12 assessment and research organization, released today a report underscoring the literacy challenges of older students left behind by the COVID-19 pandemic’s disruptions to learning. The new report titled “Policy recommendations for addressing the middle school reading crisis” is co-authored by Miah Daughtery, EdD, NWEA VP of Academic Advocacy at HMH (NWEA’s parent company), and Chad Aldeman, founder of Read Not Guess.
Today’s middle schoolers continue to struggle post-pandemic to read and write at the level needed to successfully navigate more complex academic content in the upper grades and beyond. Based on NWEA’s research, current 8th graders would need close to a full academic year of additional instruction to catch up to their pre-pandemic peers in reading. This trend was reiterated in recent assessment results from the National Assessment on Educational Progress (NAEP), with only 30% of eighth-grade students performing at or above the NAEP proficient level.
While early literacy initiatives have garnered attention in recent years, the fact remains that many students struggle to read and are not prepared for the rigors of middle school. Students quickly find themselves challenged to keep up as they no longer receive explicit, structured reading instruction, even as they are expected to comprehend increasingly complex materials across subjects, like science, history, or English Language Arts.
“Our current middle and high schoolers were just starting their literacy journey when the pandemic hit, and we cannot lessen the urgency to support them. But, middle school literacy is complex even for students who are reading on grade level. This demands intentional, well-funded, and focused policy leadership that includes support across the K-12 spectrum,” said Miah Daughtery. “Simply put, learning to read is not done when a student exits elementary school; support cannot stop there either.”
Policymakers and district leaders must adopt a systems-level approach that supports both early learners and the unique literacy needs of middle and high school students. The new report provides four components that can be leveraged to make this happen:
- Use high-quality, grade-appropriate assessments that provide specific data on the literacy needs of middle schoolers.
- Look at flexible scheduling and policies that promote literacy development throughout the entire school day and help districts more effectively use instructional time.
- Understand and support the unique literacy needs of middle schoolers across subjects and disciplines from a systems perspective and invest in teacher professional learning in all disciplines, including at the upper grades, within state and district literacy plans.
- Curate relationships with external partners, like community organizations and nonprofits, who share similar goals in improving literacy outcomes, and can both support and reinforce literacy development, stretching beyond the school’s hours and resources.
Read the full report at https://www.nwea.org/resource-center/resource/policy-recommendations-for-addressing-the-middle-school-reading-crisis/
About NWEA
NWEA® (a division of HMH) is a mission-driven organization that supports students and educators in more than 146 countries through research, assessment solutions, policy and advocacy, and professional learning that support our diverse educational communities. Visit NWEA.org to learn more about how we’re partnering with educators to help all kids learn.
Contact: Simona Beattie, Communications Director, simona.beattie@nwea.org or 971.361.9526
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SOURCE NWEA
