US Education Scores Spark Alarming Debate as 78% seniors struggling in math

US education data shows steep declines in 12th‑grade math and reading proficiency, prompting renewed concern and political debate. Vivek Ramaswamy urges states to take charge as the DOL criticizes federal oversight. NAEP scores hit record lows, highlighting long‑term academic erosion. Ramaswamy links the decline to broader competitiveness challenges while making education reform central to his Ohio gubernatorial campaign.

A new update from the US Department of Labor has reignited national concern over academic performance among high school seniors, highlighting steep declines in basic math and reading skills. According to the department’s latest findings, fewer than half of 12th-grade students demonstrate proficiency in either subject—numbers federal officials described as deeply troubling.

Ohio gubernatorial candidate Vivek Ramaswamy, who has frequently warned about the nation’s slipping academic standards, amplified the message on social media, labeling the data a “hard truth.” Ramaswamy has often pointed out earlier benchmarks showing that roughly three‑quarters of eighth graders struggle with math, arguing that these problems follow students into their later school years.

Ramaswamy urged states to take the lead in reversing the trend, echoing the DOL’s criticism of long-standing federal oversight. The department reiterated that Washington’s centralized approach has failed to meaningfully support students and asserted that the current administration intends to shift more control to state-level authorities to prioritize classroom results.

“Less than half of our high school seniors can meet basic expectations in math and reading, and that is simply not good enough,” the DOL warned in its post, arguing that reducing federal bureaucracy could help refocus schools on student outcomes. It emphasized plans to consolidate federal education and workforce programs to improve efficiency and allow states more flexibility.

Ramaswamy’s critique of the American education system is not new. In October, he highlighted China’s completion of the world’s tallest bridge as an example of rapid infrastructure advancement abroad, contrasting it with what he described as stagnation at home. He noted at the time that students in China are, on average, academically ahead of their American counterparts, calling for sweeping improvements in K–12 education.

The latest performance numbers come from the National Assessment of Educational Progress (NAEP), widely known as the “Nation’s Report Card.” The data paints a stark picture:

12th Grade Math

• Just 22% of seniors are considered proficient.

• 78% fall short of proficiency.

• The average score for 2024 is the lowest in nearly two decades.

  
  

Scores have steadily slid, with more students dropping below even the “Basic” benchmark.

12th Grade Reading

• Only 35% demonstrate proficiency.

• 65% do not meet the standard.

• The 2024 reading score marks the lowest result since the assessment began in 1992.

  
  

As with math, reading trends show a growing portion of students performing at the lowest levels.

For Ramaswamy—an entrepreneur-turned-political figure with a background in biotech and investment—these statistics underscore what he sees as a broader threat to America’s global competitiveness. He frequently ties education reform to debates about economic opportunity, immigration, and national strength, arguing that the country’s workforce challenges cannot be solved without addressing foundational learning gaps.

After a high-profile run in the 2024 Republican presidential primaries, Ramaswamy has shifted his attention to Ohio’s 2026 gubernatorial race. As he courts conservative voters, he continues to position education reform as a defining issue, calling for smaller federal agencies, stronger state autonomy, and a renewed emphasis on academic achievement as essential for America’s future.

The new NAEP numbers, stark as they are, appear certain to fuel further debate over how the US can reverse its declining academic trajectory—and whether states are prepared to take the lead in doing so.