This study examines trends in American students’ growth trajectories in reading and math achievement over the past three decades. Drawing upon multiple sources of national assessment data, cohort analyses provide new evidence on the stability and change of national academic growth curves. The emerging trends imply a tripartite pattern where American students are gaining ground at the pre/early primary school level, holding ground at the middle school level, and losing ground at the high school level. National progress in reading and math achievement at the pre/early primary school level appears to be offset by declines at the high school level. The study discusses the limitations and challenges of tracking academic growth trajectories across all different levels of education over the long term. It also calls for national P-16 education policy and research efforts toward sustainable academic growth and seamless educational transition.
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