A Principal’s Guide to Learning Loss in 2025
April 28, 2025
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March 2020 marked a historic time for everyone in the US, particularly those in education. While our school-day routines look similar to what they were before the COVID-19 pandemic, the disruptions of years prior are still affecting our students. How are US students doing today in a post-pandemic world?
Despite widespread efforts to return to pre-pandemic norms, the terms learning loss and unfinished learning remain center stage in conversations about academic achievement five years later. As we better understand the causes of learning loss, we call on school principals and leaders to make changes and help close achievement gaps.
In this article, we’ll begin by defining learning loss in greater depth, exploring the impact of learning loss on student achievement and well-being, and highlighting actionable strategies for learning loss mitigation that principals and school teams can adopt to create long-term success for all learners.
Educators are defining learning loss as the decline in academic skills or knowledge as a result of an educational break or disruption. Unlike the “summer slide,” a cyclical decline in student achievement that occurs during summer break, pandemic-related learning loss was unexpected, prolonged, and far more severe.
Defining learning loss goes hand in hand with defining unfinished learning – concepts or skills that students never had the opportunity to learn or practice enough to master.
Learning loss and unfinished learning remain a serious issue in 2025, as shown by the latest NAEP testing results. The National Assessment of Education Progress (NAEP), also known as The Nation’s Report Card, tests students in grades 4, 8, and 12 to track achievement over time.
Middle school math and reading scores remain significantly below pre-pandemic levels. In 2024, 33% of eighth graders scored “below basic” in reading – the highest percentage since the test was implemented over three decades ago. That’s up from 30% in 2022 and 27% in 2019. Math scores were even worse, with 39% of eighth graders scoring “below basic,” up eight points from 2019.
Fourth-grade students fared no better. In reading, 40% scored “below basic”—the worst result in 20 years. Meanwhile, in math, 24% of fourth graders scored “below basic,” just slightly better than in 2022 (25%) but still worse than pre-pandemic performance in 2019 (19%).
"Today's NAEP results reveal a heartbreaking reality for American students and confirm our worst fears: not only did most students not recover from pandemic-related learning loss, but those students who were the most behind and needed the most support have fallen even further behind," the US Department of Education said in a statement.
"Despite the billions of dollars that the federal government invests in K-12 education annually, and the approximately $190 billion in federal pandemic funds, our education system continues to fail students across the nation."
Additional research from NWEA adds to the concern. During the 2023-34 school year, academic growth lagged behind pre-pandemic trends in nearly all grades. More specifically, the gap between pre-COVID and COVID-era test scores widened by an average of 36% in reading and 18% in math.
NWEA estimates that the average student will need an additional 4.8 months of schooling to catch up in reading and 4.4 months in math. This data helps us define the extent of learning loss – which is greater than most parents thought.
To fully address the impact of learning loss, it’s important to understand the causes. A combination of factors – from remote learning challenges to systematic problems – contributed to the current academic setbacks.
Some of the most significant contributors to learning loss were:
Unfortunately, vulnerable students – those in high-poverty districts and marginalized communities – were affected the most. Achievement gaps have widened.
Meanwhile, unfinished learning continues to compound. Students are entering each new school year without mastery of foundational concepts from previous grades. A 2025 analysis by researchers from Harvard, Stanford, and Dartmouth College found that the average American student is still nearly half a grade level behind in both math and reading.
The impact of learning loss is continuing. Existing solutions have fallen short, highlighting the need for targeted, evidence-based strategies to address learning loss.
We know that there were a lot of factors contributing to learning loss. So, what’s the best way to address all of them? We recommend a comprehensive and targeted approach.
First, conduct diagnostic assessments to determine the impact of learning loss on your students. This data-driven approach allows educators to meet students where they are and implement effective interventions.
Next, consider the following strategies for learning loss.
High-dosage tutoring is one of the most effective interventions for learning loss. This approach involves small-group or one-on-one tutoring sessions delivered multiple times per week by trained professionals. Sessions align closely with classroom instruction and involve using high-quality materials to support learning goals.
Research shows that high-dosage tutoring is 20 times more effective than traditional tutoring models, and it accelerates student learning by an additional 3 to 15 months.
Personalized learning allows educators to tailor instruction to each student’s pace, interests, and learning style, recognizing that every student learns differently.
By using visual, auditory, read/write, and kinesthetic strategies, teachers can enhance students’ learning comprehension, retention, and engagement. Skill-based grouping enables targeted small-group instruction, providing individualized support where it’s needed most.
When students receive information in ways they can easily understand, they gain confidence to tackle academic challenges.
Recovering from learning loss takes time – and lots of it. Extended learning opportunities, such as after-school programs and summer learning initiatives, provide students with the additional instructional hours they need to master missed material. These programs reinforce academic content in engaging, low-stakes environments.
Summer and after-school programs also help maintain learning momentum and reduce regression over long breaks. They also offer structure and enrichment for students who may lack access to learning support outside of school.
Social-emotional learning (SEL) is not separate from academic recovery—it’s central to it. Integrating SEL into daily instruction creates a more supportive, compassionate learning environment.
When students feel safe, understood, and connected, they are more likely to engage with learning. Addressing SEL needs helps motivate students to attend school regularly, rebuild academic confidence, and persevere through challenges.
SEL also supports long-term well-being, emotional regulation, and resilience—skills that are critical for both school and life.
Even the best instruction is ineffective if students aren’t present to learn. Schools must engage families, build trust, and remove barriers to attendance.
Regular communication with parents and caregivers helps create shared responsibility for student success. Expanding after-school activities and other engaging programs can make school more appealing and meaningful for students.
Community partnerships with local organizations, faith groups, and social services can address broader issues, like transportation, food insecurity, or health care, that affect attendance.
As federal funding fluctuates, schools must advocate for continued investment in recovery initiatives. Building local partnerships and prioritizing interventions demonstrating results will be key to long-term success.
The impact of learning loss did not occur overnight, so districts can expect recovery to take time as well. Continued work is necessary to address all the causes of learning loss.
School leaders, particularly principals, play a big role in leading recovery efforts and guiding educators through the challenges of learning loss. As instructional leaders, they shape the school’s vision, create a supportive environment, and help teachers implement effective teaching practices.
Related Reading: Innovative School Improvement Ideas for 2025
Principals can support learning loss recovery by:
Principals can build a positive school environment by implementing policies that promote safety, respect, and inclusivity, creating an environment where students feel engaged and supported. This is crucial for improving attendance and ensuring academic recovery.
Finally, principals should actively engage families and community partners. Regular communication, family workshops, and local partnerships provide additional resources to support students’ academic and emotional needs.
By embracing these best practices, principals can lead their schools in addressing learning loss and create a thriving environment to help all students succeed.
Looking for resources for learning loss mitigation? The Education Recovery Scorecard highlights over 100 districts that have surpassed pre-pandemic levels in both math and reading.
By studying these success stories, principals can glean insights into effective practices and adapt them to their own schools. Recovery is not only possible – it’s already happening.
Related Reading: New Way to Teach Math – Movement Works Best!
Recent data on learning loss from the Education Recovery Scorecard reveals a mixed picture of post-pandemic recovery. While no state improved in both math and reading on the NAEP, 17% of students are in districts with above-2019 math scores, 11% are in districts that recovered in reading, and 6% are in districts that recovered in both.
Districts that invested federal relief funds in academic interventions such as tutoring and summer school saw greater gains. These pockets of progress offer valuable insights into what strategies for learning loss are working. Still, achievement gaps by race, ethnicity, and income continue to widen.
Furthermore, learning loss doesn’t look the same in every region. States that continued remote learning longer and had stricter closures generally saw greater losses, while those that returned to in-person instruction more quickly experienced smaller declines. These differences show just how much local policies, funding decisions, and community support can impact student outcomes.
1. Alabama
2. Louisiana
3. Tennessee
4. Hawaii
5. Utah
6. Mississippi
7. South Carolina
8. South Dakota
10. Ohio
11. California
12. North Dakota
13. Kentucky
14. Rhode Island
16. Wisconsin
17. Michigan
19. Massachusetts
20. Kansas
21. Wyoming
22. West Virginia
23. Arkansas
24. Iowa
25. Nevada
26. North Carolina
27. New Hampshire
29. Georgia
30. Idaho
31. Texas
32. District of Columbia
33. Nebraska
34. Washington
36. Florida
37. Connecticut
38. Pennsylvania
39. Missouri
41. Arizona
42. Oklahoma
43. New Jersey
44. Maryland
45. Minnesota
49. Delaware
51. Virginia
1. Louisiana
2. Hawaii
3. Alabama
4. Mississippi
5. District of Columbia
7. Georgia
8. Texas
9. Tennessee
10. South Carolina
11. Kentucky
13. Rhode Island
14. New Hampshire
16. Iowa
17. Maryland
18. California
19. Arkansas
23. Nevada
24. New Jersey
25. Wyoming
26. Washington
27. Massachusetts
28. South Dakota
29. Connecticut
30. Wisconsin
31. Pennsylvania
32. Ohio
33. North Dakota
34. Minnesota
35. Arizona
36. Kansas
37. Utah
38. Idaho
40. Missouri
41. Virginia
42. West Virginia
43. North Carolina
44. Michigan
45. Florida
46. Oklahoma
47. Delaware
48. Nebraska
Combating learning loss continues to be a challenge for educators, but it is also an opportunity for principals to drive transformative change. We know that schools need evidence-based strategies for learning loss mitigation.
Consider adding Math & Movement to your school’s curriculum as a dynamic solution to learning loss recovery. Our program uses a multi-sensory approach to learning, designed to get students active and confident in learning. We create kinesthetic educational products, including heavy-duty floor mats and stickers, that students can move on during lessons.
If your learning loss recovery goals include:
Then explore how Math & Movement can help you reclaim lost learning and help your students thrive!
Want to head deeper into the research and results behind Math & Movement? Explore our Student Data page to see how schools across the US are transforming student achievement with our program.
Educators are defining learning loss as the decline in academic skills or knowledge as a result of an educational break or disruption.
The primary cause of learning loss is a break or disruption in school time, such as summer vacation or remote learning due to the COVID-19 pandemic. Frequent absenteeism from school can also cause learning loss.
Mitigating the impact of learning loss requires evidence-based interventions to help students catch up on lost ground. Some proven strategies include:
A 2025 analysis by researchers from Harvard, Stanford, and Dartmouth College found that the average American student is still nearly half a grade level behind in both math and reading.
The impact of learning loss continues as students enter each new school year without mastery of foundational concepts from previous grades. As a result, they will struggle to learn any new concepts and disengage from school. Students may have increased anxiety around assignments due to missing knowledge. They may become chronically absent. Some may struggle to graduate from high school on time.
Suzy Koontz, CEO and Founder of Math & Movement, has spent over 25 years helping students achieve academic success. She has created over 200 kinesthetic teaching tools adopted by schools nationwide and has authored over 20 books. As a sought-after national presenter, Suzy shares how movement can transform the way students learn.
Movement isn't just for recess
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