Minnesota School Districts Struggle to Recover Test Scores Post-Pandemic: A Comprehensive Analysis from The Minnesota Press

October 1, 2025

St. Paul,Minnesota – A new analysis reveals that the majority of Minnesota school districts have yet to regain the academic momentum lost during the Covid-19 pandemic,raising concerns about the long-term impact on student achievement. State evaluations from 2025 demonstrate limited improvement since assessments resumed in 2022 for students in the third through eighth grades.

Widespread Academic Stagnation

The study, which examined test results from 2019 to 2025, found that less than one in eight minnesota schools has returned to it’s pre-pandemic levels of proficiency in either reading or mathematics. Districts showing recovery serve a mere 4% of the state’s student population, and are predominantly smaller in size. A concerning statistic shows that only six of the 155 districts with at least 1,000 students have matched or surpassed their 2019 performance in either subject.

Nationally, student outcomes are trailing 2019 levels, according to the Education Recovery Scorecard. However, unlike many other states, Minnesota is experiencing a slower rate of academic recovery. The state currently ranks 45th in math and 38th in reading recovery, with students approximately three-quarters of a year behind in math and half a year behind in reading compared to pre-pandemic levels.This equates to a fourth-grader in 2025 potentially performing at the level of a fifth-grader in 2019.

Success stories: Districts Leading the Charge

Despite the overall trend, some Minnesota districts are bucking the negative trajectory. The Eastern Carver County School District stands out as a larger district that has successfully improved math scores. In 2019, 60% of students met or exceeded state math standards, dropping to 56% in 2022. Scores have since rebounded, with 61% now demonstrating proficiency.

Superintendent Erin rathke and Deputy Superintendent Nate Manaen attribute this success to a strong culture of continuous improvement, emphasizing data analysis and adjustments to instructional practices. They credit the dedication of teachers who actively participate in curriculum growth and utilize data to refine their teaching methods. The district also prioritized accelerating learning rather than lowering academic standards after students returned to in-person learning.

Implementing a research-based “Creating Thinking Classrooms” model in high school mathematics has also been key. This approach fosters student engagement through debate, collaborative problem-solving, and discussion of strategies.

Similarly, the Pillager School district, a smaller rural district, has shown gains in mathematics. Director of Curriculum and Teaching, ryan kroma, credits the district’s manageable size, allowing for quicker adaptation during the pandemic. pillager was able to resume some face-to-face instruction as early as fall 2020, recognizing the superior effectiveness of in-person learning, particularly for younger students.

Federal Funding: A Mixed Bag

The strategic use of federal Covid-19 relief funds has also played a role. Minnesota schools received approximately $2.6 billion in federal aid, with the state granting districts versatility in how those funds were allocated. While some districts,like Minneapolis Public Schools,prioritized bonuses and deficit reduction,others focused on academic support. Initial data from California suggests that districts investing more heavily in academic support experienced greater recovery.

Pillager School District utilized funds to improve internet access for students in a rural area and to expand summer school programs. These programs offered three weeks of focused learning combined with recreational activities and transportation. In Minnesota, 6% of students participated in expanded summer school programs in 2023, compared to 7% in Louisiana and 11% in Louisiana with access to expanded summer school programs thanks to aid for the pandemic.

State	Math Recovery Ranking (2025)	Reading Recovery Ranking (2025)	Summer School Participation (2023)
Minnesota	45th	38th	6%
Louisiana	N/A	N/A	11%

Despite the current challenges, optimism remains. The recent revisions to Minnesota’s math standards in 2022 and the Read Act of 2023, aimed at reforming literacy instruction, are expected to yield positive results in the coming years.

Understanding the Long-Term Impact of Learning Loss

The pandemic-related learning loss is not simply a matter of catching up on missed content. Research indicates that extended disruptions to education can have lasting effects on students’ academic trajectories, potentially impacting future educational and career opportunities. Addressing these challenges requires a sustained and multifaceted approach, involving educators, policymakers, and families.

Frequently Asked Questions About Minnesota’s Academic Recovery

• What is the primary cause of the academic setbacks in Minnesota? The disruption to in-person learning during the Covid-19 pandemic is the main driver of the current challenges.
• Are all Minnesota school districts facing the same level of difficulty? No, smaller districts and those with a strong focus on data-driven instruction, and strategic use of federal funds, are demonstrating more significant recovery.
• What is the “Creating Thinking Classrooms” model? This is a research-based teaching approach that emphasizes student engagement through collaborative problem-solving and discussion.
• How was federal Covid-19 relief funding used in Minnesota? districts had flexibility in allocating the funds,with some prioritizing teacher bonuses,while others focused on academic support and technology investments.
• What is being done to address the learning loss in reading? The Read Act of 2023, which reformed literacy instruction, is expected to contribute to improved reading outcomes in the future.

What steps do you think are most crucial for Minnesota schools to accelerate academic recovery? Share yoru thoughts in the comments below. What role should parents play in supporting their children’s learning after the pandemic?

What specific data points indicate teh extent of learning loss in Minnesota, particularly regarding math and reading proficiency levels?

Minnesota school Districts Struggle too Recover Test Scores Post-Pandemic: A Thorough Analysis from The Minnesota Press

The Scope of the Challenge: Declining Academic performance

Minnesota, historically a leader in educational attainment, is facing a critically important hurdle in post-pandemic academic recovery. Data released this fall indicates that standardized test scores across numerous school districts remain stubbornly below pre-pandemic levels. This isn’t a localized issue; it’s a statewide trend impacting students from kindergarten through high school. The primary assessments showing declines include the Minnesota Comprehensive Assessments (MCA) in math and reading, and the North Star Science Assessments.

* Math Scores: Show the most significant drops, particularly in higher-grade levels. Preliminary data suggests a 10-15% decrease in proficiency in some districts.

* Reading Scores: While less dramatic than math, reading proficiency also experienced a decline, averaging around 5-8% across the state.

* Achievement Gaps: Existing disparities in academic performance between student groups (based on race, socioeconomic status, and special education status) have widened.This is a critical concern for equity in education.

Factors Contributing to the Learning Loss

Several interconnected factors are contributing to the ongoing struggle to restore academic performance. The pandemic itself created unprecedented disruptions to learning, but the challenges extend beyond simply “lost instructional time.”

Remote Learning’s Impact

The shift to emergency remote learning in 2020 and 2021 proved challenging for many students and families.

1. Digital Divide: Unequal access to reliable internet and devices created barriers to participation.
2. Engagement Issues: Maintaining student engagement in a virtual surroundings was tough,leading to decreased learning.
3. Teacher Adaptation: Educators faced a steep learning curve in adapting their teaching methods for online delivery.

Student Mental Health & Wellbeing

The pandemic took a toll on student mental health. Increased anxiety, depression, and social isolation impacted students’ ability to focus and learn. School counselors and mental health professionals are reporting a surge in students needing support. This directly correlates with academic performance.

Teacher Shortages & Burnout

Minnesota, like many states, is experiencing a growing teacher shortage. Coupled with the stress and demands of navigating the pandemic, teacher burnout is a significant issue. A lack of qualified educators exacerbates the challenges of addressing learning loss.

District-Level Responses & Interventions

School districts across Minnesota are implementing a variety of strategies to address the academic recovery challenge. These interventions range from intensive tutoring programs to curriculum adjustments.

High-Dosage Tutoring

Many districts are investing in high-dosage tutoring programs, providing small-group or one-on-one support to students who are struggling. These programs frequently enough focus on foundational skills in math and reading. Research suggests that well-implemented tutoring can have a significant positive impact on student achievement.

Extended Learning Opportunities

* Summer School: Expanded summer school programs are offering opportunities for students to catch up on lost learning.

* After-School Programs: Increased funding for after-school programs provides additional academic support and enrichment activities.

* Weekend Learning: Some districts are experimenting with weekend learning opportunities to provide targeted interventions.

Curriculum Adjustments & Acceleration

districts are reviewing and adjusting their curricula to address learning gaps. Some are focusing on “accelerated learning,” which aims to quickly bring students up to grade level rather than spending extensive time reviewing previous material.

Case Study: Minneapolis Public Schools

Minneapolis Public Schools (MPS) has been particularly hard hit by pandemic-related learning loss.Data shows significant declines in both math and reading proficiency. MPS is implementing a multi-pronged approach to recovery, including:

* Increased Funding for Tutoring: A significant investment in high-dosage tutoring programs, targeting students in grades K-8.

* Community Partnerships: Collaborations with community organizations to provide wraparound services,addressing students’ social-emotional needs.

* Focus on Equity: Targeted interventions to address the widening achievement gaps between student groups.

The Role of Federal Funding & State support

Federal pandemic relief funds (such as the Elementary and secondary school Emergency Relief Fund – ESSER) have provided crucial financial support to Minnesota school districts. However, these funds are temporary, and districts are facing uncertainty about long-term funding for recovery efforts. State-level support, including increased funding for teacher training and mental health services, is also essential.

Long-Term Implications & Future Outlook

The long-term implications of pandemic-related learning loss are still unfolding. If left unaddressed, these declines could have lasting consequences for students’ academic trajectories and future opportunities.Continued investment in evidence-based interventions,coupled with a focus on student wellbeing and teacher support,is critical to ensuring that all Minnesota students have the opportunity to succeed. The Minnesota Department of Education is currently working on a statewide plan for academic recovery, with a focus on data-driven decision-making and equitable resource allocation.