Back to Basics: The Return of Phonics and Traditional Math Amid Falling Test Scores

As student test scores across the U.S. continue to decline, a growing number of educators and policymakers are turning back to evidence-based methods in literacy and math instruction.  

The “science of reading” is rooted in decades of cognitive and neurological research. Traditional approaches to mathematics are resurging in classrooms after years of competing theories and experimental curricula. The movement reflects a renewed focus on foundational skills in response to troubling national achievement trends.

The science of reading emphasizes systematic phonics—teaching children to decode words by correlating letters and sounds—as the most effective method for early literacy.  This approach is grounded in research such as the 2000 report by the National Reading Panel, which concluded that explicit phonics instruction significantly improves reading outcomes for young learners, especially those at risk of reading failure.  States like Mississippi and Tennessee, which have adopted phonics-based literacy reforms, have shown notable gains in reading scores, even as national averages decline.

Similarly, in math education, many schools are reconsidering a return to direct instruction, mastery of standard algorithms, and cumulative skill-building.  This contrasts with decades of “reform math” that prioritized exploration and conceptual understanding sometimes at the expense of procedural fluency.  A 2022 report by the National Council on Teacher Quality highlighted how programs that emphasize arithmetic fluency and structured practice are more effective in building mathematical competence, particularly in early grades.

Critics of earlier progressive models in reading and math argue that well-intentioned but unproven strategies—like whole language reading or discovery-based math—have contributed to skill gaps, especially among disadvantaged students.  The pandemic exacerbated these gaps, drawing sharper attention to the need for instruction rooted in empirical evidence.  As a result, bipartisan legislative efforts have emerged in over 30 states to mandate research-based reading instruction and revise math standards.

Despite the momentum, implementation remains a challenge.  Teachers require training in these methods, and curricula must align with current cognitive science. Organizations like the National Center on Improving Literacy and The Knowledge Matters Campaign have been instrumental in supporting schools through this shift, offering resources and advocating for content-rich instruction across disciplines.

The renewed embrace of phonics and traditional math reflects a broader shift toward academic rigor and accountability.  As policymakers and educators confront the realities of declining scores and widening disparities, the emphasis is increasingly on what works—backed by evidence, not ideology.  For many schools, that means a return to the fundamentals, reestablishing reading and math as twin pillars of educational success.