With latest release of learning loss recovery data, higher education must reckon with ripple effect of academic disruption

The COVID-19 pandemic may be over but our national recovery in lost math and reading proficiency is just beginning—despite significant gains, improvements are not happening at a pace that can close gaps before additional federal funding is no longer available. The latest data from Education Recovery Scorecard released yesterday with the support of HCM's sister firm, Waypoint Education Partners, is not just a front page story for The New York Times or a headache for enduring chief state school officers. It is a clarion call for state higher education agencies, community college systems and universities.

Higher education must partner with public, private and charter schools to accelerate investments in proven learning recovery strategies. It is impossible to build vibrant innovation economies in states if young people (and future voters) can't read on grade level. Today, students in 14 states remain more than a third of a grade level behind in reading: CT, IN, KS, MA, MI, NC, NV, OK, OR, PA, VA, WA, SD, and WY. The gap between student achievement in high poverty and low poverty schools widened during the pandemic and has not closed. Between 2019 and 2022, the average student in the 30 states lost 0.53 grade levels in math achievement; declining math proficiency is particularly problematic for the robust STEM pipeline this economy requires. Experts have weighed in on steps higher education can take, the National Partnership for Student Success aims to coalesce action. Importantly, progress begins with courageous leaders who take the time to look back and lift up those whom the pandemic left behind.