The latest NAEP (National Assessment of Educational Progress) results are in, and policymakers, educators, and researchers are once again grappling with persistent gaps in student achievement—particularly in literacy and mathematics.

According to the NAEP website,

In 2024, the average reading score for the nation at grade 4 was 2 points lower compared to 2022 and 5 points lower compared to 2019. NAEP scores are also reported at five selected percentiles to show the progress made by lower- (10th and 25th percentiles), middle- (50th percentile), and higher- (75th and 90th percentiles) performing students. The 2024 scores at all selected percentiles except the 90th were lower compared to 2022 percentile scores.

Aside from collectively wringing our hands, what can we do with this information that will actually impact student achievement? We know that there are myriad factors that contribute to these unsatisfactory outcomes, and adequate access to resources is a major component. While funding is often the primary policy lever pulled to improve schools, however, the reality is that money alone does not lead to improved student outcomes or systemic improvements.

… the reality is that money alone does not lead to improved student outcomes or systemic improvements.

States that have seen strong literacy gains, such as Louisiana and Mississippi, have intentionally combined funding with strategic policies, monitoring mechanisms, and high-quality implementation support. Both states have some of the highest poverty rates and lowest levels of funding in the country, yet they have made noteworthy progress in improving literacy rates across student demographics. There are states with the highest levels of per-pupil funding in the country that are among the lowest ranked in student achievement. Of course, each state has its own complexities and unique challenges, and many are grappling with enacting widespread change.

Key Actions for State Reform Efforts

In the wake of the new NAEP results, a group of researchers and policymakers recently participated in The Nation’s Report Card Reading Panel. Presented by the National Assessment Governing Board, in partnership with the Johns Hopkins Institute for Education Policy, the webinar discussion emphasized a strong connection between accountability, monitoring, and improved student outcomes, particularly in literacy. Panelists shared several takeaways that underscore the central premise of this post.

Evidence-Based Practices Require Accountability

Mississippi's literacy success was attributed to a relentless focus on research-based strategies, high-quality instructional materials, teacher training, and strong coaching support. Simply allocating funding without mechanisms to monitor implementation fidelity and provide structured guidance leads to inconsistent and ineffective execution.

Monitoring Plays an Essential Role in Policy Implementation

Dr. Carey M. Wright, current state superintendent of schools for the Maryland State Department of Education and former state superintendent of education in Mississippi, emphasized that strong policymaking and accountability measures drive behavior—states that actively oversee and support implementation see better outcomes. “Look at the actual fidelity of implementation,” said Wright. “Be relentless in monitoring, feedback, and celebrating but keep an eye on the ball 24/7.” This suggests that simply providing resources isn't enough—ongoing evaluation and reinforcement are critical.

Retreating From Accountability is Dangerous

The panel warned against the trend of moving away from standardized assessments and accountability models, likening it to removing a thermometer in the middle of an illness—you lose the ability to diagnose and adjust strategies effectively.

Persistent Inequities Get Worse Without Oversight

As the old adage of the Matthew effect says, the rich get richer and the poor get poorer. In this case, students whose families have the resources to ensure their success remain unaffected, but students in under-resourced schools suffer when there is no structured accountability and funds are misallocated or used ineffectively. Dr. Daniel Willingham, professor of psychology at the University of Virginia, summed it up this way: “To the extent that rich parents perceive their child isn’t getting what they need at school, they will provide it. It is essential that everything the child needs to succeed is available in the school during the school day.” Schools must be held accountable for delivering quality education because not all families can fill in the gaps.

States Play a Critical Role in Ensuring Quality.

States must take responsibility for monitoring how funds are used and ensuring alignment with research-based practices. Dr. David Steiner, executive director, Johns Hopkins Institute for Education Policy, and former New York state commissioner of education noted that state chiefs have the authority to require schools to use effective instructional approaches like the science of reading but often do not enforce them due to political or logistical challenges.

Despite the documented successes of states like Louisiana and Mississippi, many states are moving in the opposite direction—away from accountability and standardized assessments. Retreating from accountability measures, whether through weakened assessment systems or lack of fidelity checks, ultimately undermines efforts to improve educational equity and student outcomes.

Maryland’s Promising Efforts: A Model for Data-Driven Literacy Reform

While many states struggle to align funding with measurable student outcomes, Maryland is taking a promising approach by integrating strong accountability measures with strategic investments in literacy. The state’s Blueprint for Maryland’s Future and the implementation of the Comprehensive Literacy State Development grants have prioritized early literacy, professional development for educators, and data-driven interventions to support struggling students.

A key component of Maryland’s approach is its commitment to tracking student progress through structured assessments and using real-time data to inform interventions. Rather than focusing solely on increasing funding, Maryland has designed a system where districts must demonstrate implementation fidelity and student growth in order to sustain support and resources.

One of the most promising examples of this work is happening in Baltimore City Public Schools (BCPS), where Education Northwest is actively supporting principal leadership development and data literacy training. Our work in BCPS focuses on:

• Training school leaders to analyze and act on student data to improve literacy instruction and intervention strategies
• Providing coaching support to ensure principals are equipped to lead effective literacy programs that align with the science of reading
• Tracking the implementation of literacy initiatives and using data to measure impact, ensuring that schools are making progress toward equity-driven goals

Maryland’s emphasis on data-informed decision-making, instructional coaching, and ongoing monitoring provides a promising model for other states looking to ensure that education funding translates into real student achievement gains. The state's approach underscores that funding alone is not enough—it must be tied to clear expectations, implementation support, and continuous monitoring to drive success.

Call to Action: Let Education Northwest Support Accountability and Strategic Implementation

At Education Northwest, we specialize in helping states, districts, and schools implement evidence-based strategies that go beyond compliance and funding allocations. Our work focuses on:

• Aligning funding with research-backed interventions, such as science of reading implementation, MTSS (Multi-Tiered System of Supports), and professional learning community-driven improvement models
• Providing monitoring tools that help districts and schools assess progress and make real-time adjustments
• Building district and school leader capacity to implement data-driven decision-making processes that support continuous improvement
• Developing strategic accountability frameworks to ensure that state and local investments in education yield measurable, sustainable student success

If states and districts truly want to close achievement gaps, they must move beyond simply allocating funds and instead focus on the quality and oversight of implementation. The success stories from states like Louisiana and Mississippi reinforce the critical role of accountability and structured monitoring in turning funding into real student gains.

As states consider how to invest education dollars, Education Northwest is here to help design and implement accountability systems that ensure funds are used effectively to drive student success. Interested in learning how to align funding with impact-driven accountability? Let’s talk!

Dr. Mikkaka Overstreet is a principal consultant at Education Northwest specializing in literacy and serves on the Oregon Early Literacy Educator Preparation Council. She is passionate about helping make quality, equitable education a reality for all kids— especially those who have been historically marginalized based on their identities.