July 01, 2026

New Study: American Education May Be Better Than Reported

It is difficult to avoid the constant drumbeat of bad news about the performance of American education. Reading and math test scores have declined over the past decade, but there is no consensus about the cause, despite the many, many theories present in those conversations. Some blame cellphones and social media. Others point to the prevalence of 1:1 computers and tablets and the general overexposure to screens. Still others argue that the lessening of accountability following the demise of No Child Left Behind is to blame.

Meanwhile, there has been little discussion about whether reading and math test scores tell the full story. Without question, skills in reading and math are important, but they may not paint a full picture of how American education is performing. What if we stepped back, looked at the broader context, and observed how students are doing later, as they near the completion of high school, engage in higher education, and join the workforce?

Fortunately, a recent study conducted by researchers at UC Berkeley answers part of that question and urges better data collection to fully understand what is happening. Michael Kirst and Victor Chan (2026) recently published a peer-reviewed academic study that presents compelling data and argues that a narrow focus on test scores overlooks important information we need to consider when assessing how schools are doing. They also point to major gaps in the available data for understanding students' longer-term learning experiences as they complete high school and transition to post-secondary endeavors.

While not discounting the importance and need to improve in reading, math, and other areas of academic performance, Kirst and Chan present a compelling argument that there are trends indicating learning success worth noting. Among their finding are:

Advanced Placement (AP) course enrollments are up, yet average scores have remained steady. In 1984, approximately 6,000 schools offered AP courses, and fewer than 200,000 students took AP exams. In 2024, the number of schools offering AP courses grew to 23,000, and more than 3 million students took AP exams. Meanwhile, the percentage of passing scores has remained constant and, in some cases, has increased.

Registered apprenticeship programs have grown to include a wider array of professions. Between 2010 and 2020, the number of active apprenticeships grew by 73% while expanding into areas such as IT, healthcare, and utilities. Equally important, despite growth in the number of students participating, rates of completion have remained steady.

Dual enrollment programs that allow high school students to earn college credit have experienced significant growth. Students who enroll in these courses often gain a head start on their college careers and are better positioned to graduate.

College completion rates have also increased. Since 2011, college completion rates have grown by 15%.

Credentials and certification programs have grown and expanded in scope. Young people with degrees and certifications are more than twice as likely to secure full-time employment as their non-licensed peers.

High school career and technical education programs have also grown and expanded. Linkages to post-secondary education and employers have become stronger, providing students with better options and smoother transitions into the workforce.

Importantly, the authors point to multiple additional areas of probable growth and improvement, but there are no robust, stable databases to track and document performance. Experiences such as on-the-job training, transfer pathways as students leave two-year institutions and matriculate to other programs and work, and military education show signs of effective outcomes, but inadequate data systems are in place to fully track and assess their quality and impact.

Without question, American education faces serious challenges and must improve. However, we need to keep in mind that the story of how our education system is doing needs to include a broader perspective than test scores. The story must include the experiences and successes found within and beyond our traditional focus.

Source:

Kirst, M., & Chan, V. (2026, April 4). Broadening our perspective concerning American education attainment, growth, progress, and data gaps. Research and Occasional Paper Series. https://escholarship.org/uc/item/6kf0842w