More students were accepted into four-year colleges in 2024 compared to 2019 despite 12th grade students testing lower for college readiness.
The National Assessment of Educational Progress’ (NAEP) 2024 Nation’s Report Card shows the lowest literacy rate among high school seniors since the current version of the assessment was first administered in 2005. Despite students testing lower on college readiness assessments, a higher percentage were accepted into four-year colleges in 2024 compared to 2019.
Only 33% of high school seniors in 2024 were considered “academically ready” for entry-level college math compared to 37% in 2019, according to NAEP. Just 35% of students graduating high school were prepared for entry-level college reading in 2024 compared to 37% in 2019.
Despite this, 53% of 12th grade students reported acceptances to four-year colleges, a two percentage-point increase from 2019. However, a lower percentage of students were accepted into two-year colleges, with 22% reporting acceptance in 2024 compared to 24% in 2019.
Another 7% were accepted into technical training programs, a slight increase from the 6% in 2019.
“Today’s NAEP results confirm a devastating trend: American students are testing at historic lows across all of K-12,” Secretary of Education Linda McMahon said in a statement. “At a critical juncture when students are about to graduate and enter the workforce, military, or higher education, nearly half of America’s high school seniors are testing at below basic levels in math and reading. Despite spending billions annually on numerous K-12 programs, the achievement gap is widening, and more high school seniors are performing below the basic benchmark in math and reading than ever before.”
Today’s @NAEP_NCES 12th grade math and reading and 8th grade science scores confirm a devastating trend: American students are testing at historic lows.
Nearly HALF of America’s high school seniors are testing at below basic levels in math and reading. The status quo is… pic.twitter.com/FMxGX5cu66
— Secretary Linda McMahon (@EDSecMcMahon) September 9, 2025
After the majority of universities paused requirements for students to submit SAT or ACT test scores for admissions during the COVID-19 pandemic, many are only recently bringing it back.
In 2019, the average 12th grade mathematics score was 150, tied at the time with 2005 for the lowest score since the assessment began. In 2024, the average score dropped to 147.
In order to receive a “proficient” rating on the assessment, students need to score at least 176. Only 22% of 12th grade students in 2024 performed at or above the proficient level, 2 percentage points lower than 2019 and the lowest level ever recorded by NAEP. The highest percentage of students ever — 45% — tested below NAEP’s “basic” level.
Reading proficiency also reached the lowest level ever recorded by NAEP. In 2024, the average score for 12th graders was a 283 compared to a 292 in 1992. Only 35% of students in 2024 scored at or above proficient, with 32% scoring below NAEP’s “basic” level, the highest percentage ever recorded. (RELATED: Soaring Levels Of Non-English Speaking Students May Be Driving National Reading Test Scores Into Ground)
Students performing below the basic level likely cannot “locate and identify relevant details in the text in order to support literal comprehension.”
With students entering college with lower foundational skills, some colleges, even Ivy League universities like Harvard, are having to offer remedial courses for incoming freshman.
Absenteeism among 12th graders also rose in 2024, with 31% missing 3 or more days of school compared to 25% in 2019.
“The lesson is clear. Success isn’t about how much money we spend, but who controls the money and where that money is invested,” McMahon continued. “That’s why President Trump and I are committed to returning control of education to the states so they can innovate and meet each school and students’ unique needs. If America is going to remain globally competitive, students must be able to read proficiently, think critically, and graduate equipped to solve complex problems. We owe it to them to do better.”
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