\u201cMath and reading scores for 13-year-olds have hit their lowest scores in decades<\/a>.\u201d When the recent NAEP\u00a0long-term trend results<\/a>\u00a0for 13-year-olds were published, the reactions were predictable: short pieces in the\u00a0national press<\/a>\u00a0and\u00a0apologetics<\/a>\u00a0in education blogs. COVID-19, we were told, was continuing to cast its long shadow. Despite nearly $200 billion in emergency federal spending on K-12 schooling, students are doing worse than a decade ago, and lower-performing students are today less capable of doing math than they were 35 years ago.<\/p> What is striking has been the pervasive weariness evident in the commentaries on the results of the National Assessment of Educational Progress. The news was heralded as \u201calarming<\/a>,\u201d \u201cterrifying<\/a>\u201d and\u00a0\u201ctragic<\/a>.\u201d As for responses? At the end of\u00a0his piece<\/a>\u00a0on the results, AEI\u2019s Nat Malkus concludes that \u201cnothing less than Herculean efforts will make up for such shortfalls\u201d \u2014 but on just what those efforts should be, he was silent. Writing for The 74, political scientist Vladimir Kogan\u00a0concludes<\/a>\u00a0that \u201cthe new federal data send a clear message that we must do better\u201d \u2014 but, once again, nothing about how.<\/p>