https://www.afterbabel.com/p/edtech-tragedy?utm_campaign=email-half-post&r=8t06w&utm_source=substack&utm_medium=email
In The Anxious Generation, we focused on the emergence of the adolescent mental health crisis that began in the early 2010s. However, since the book’s publication one year ago, we have learned even more about worrisome trends in education that closely mirror those in mental health: after decades of stability or gradual improvement, test scores in the U.S. and around the world began declining notably in the 2010s.
While widespread attention to declining test scores intensified during and after the COVID-19 pandemic—with many experts attributing the downturn primarily to COVID restrictions and the rapid movement to full remote learning—the declines actually began much earlier. Evidence from The National Assessment of Student Progress (NAEP) clearly illustrates this earlier decline. As shown in Figure 1, after decades of slow and steady gains, American students started to give back those gains after 2012, particularly among students who were already performing at lower levels.
But as with the mental health crisis, it wasn’t just an American thing. In December 2023, Derek Thompson wrote an essay in The Atlantic titled, It Sure Looks Like Phones Are Making Students Dumber.
Here’s a figure from that essay (re-graphed by us), showing that the decline is happening across the dozens of countries that participate in PISA (Program for International Student Assessment). As with the mental health declines, these decline started after 2012, not 2020.
What could cause such an international decline in learning? One plausible explanation is the arrival of the phone-based childhood, which, as we showed, arrived between 2010 and 2015. However, there is a related hypothesis that is more proximal to the educational decline: the sudden appearance of a laptop or tablet on every student’s desk. To be clear, the intentions here were good. In 2010, for example, the U.S. Department of Education recommended that schools provide every student with “at least one Internet access device…Only with 24/7 access to the Internet via devices and technology-based software and resources can we achieve the kind of engagement, student-centered learning, and assessments that can improve learning in the ways this plan proposes.” But the outcome seems to be bad for most students—especially students who were already struggling.