Maryland’s state ranking on the National Assessment of Educational Progress (NAEP) plummeted from second in 2013 to 40th in 2022, a stark decline that Governor Wes Moore asserted Wednesday cannot be solely attributed to the disruptions caused by the COVID-19 pandemic. During a candid Q&A session at the Education Writers Association’s National Seminar, moderated by Baltimore Banner reporter Liz Bowie, Governor Moore articulated his administration’s multi-faceted approach to revitalizing public education in Maryland, acknowledging systemic issues beyond the pandemic’s immediate impact.
The governor emphasized that while national test score declines were a widespread phenomenon across nearly every state due to unprecedented challenges during the pandemic, Maryland’s specific drop was exacerbated by what he termed "underinvestment in education and ongoing teacher vacancies." This admission signals a departure from attributing the educational setbacks solely to external forces, instead pointing to internal policy and resource allocation as significant contributing factors.
A Deep Dive into the NAEP Decline and the Path Forward
The National Assessment of Educational Progress, often referred to as the "Nation’s Report Card," provides a standardized measure of student achievement across the United States. Maryland’s precipitous fall from the second-highest-ranking state in 2013 to 40th in 2022 represents a significant concern for educators, policymakers, and parents. This nearly decade-long trend suggests underlying issues that predated the pandemic and were likely intensified by its disruptions.
In 2013, Maryland’s fourth-grade students achieved an average score of 241 in reading and 247 in mathematics on the NAEP, placing the state among the top performers nationally. By contrast, the 2022 NAEP results showed a decline to 233 in reading and 241 in mathematics for fourth graders, a drop that, while mirrored by other states, was more pronounced for Maryland. Eighth-grade scores also reflected this downward trend, with reading scores falling from an average of 287 in 2013 to 277 in 2022, and mathematics scores decreasing from 293 to 281 over the same period. These figures underscore the magnitude of the challenge facing the state’s education system.
Governor Moore highlighted a critical area of progress: a significant reduction in teacher vacancies. Between the 2024-25 and 2025-26 school years, the number of teacher vacancies in Maryland was nearly halved, dropping from 1,619 to 886, according to data from the Maryland Department of Education. This achievement, Moore stated, was a direct result of strategic investments in "grow-your-own" programs, which encourage and support existing school staff and community members in pursuing teaching careers. Additionally, the state successfully implemented an initiative to certify former federal employees, particularly those impacted by downsizing efforts under the Trump administration, as teachers. This program aimed to leverage a skilled workforce and address critical staffing shortages.
While Maryland has shown some positive movement in improving fourth-grade NAEP reading scores between 2022 and 2024, Governor Moore cautioned that this progress, though encouraging, is insufficient. He reiterated his administration’s unwavering commitment to focusing on public education as a top priority, signaling ongoing efforts to implement comprehensive reforms.
Navigating Enrollment and Funding Challenges in a Shifting Landscape
The conversation then shifted to the broader educational landscape, with Liz Bowie raising concerns about a nationwide "enrollment crisis" and its impact on school funding. Maryland, like many other states, is experiencing a decline in student enrollment, a trend that often leads to reduced funding and subsequent layoffs and school closures in districts across the country. Bowie inquired about potential state-level measures to mitigate the financial fallout from this demographic shift.
Governor Moore acknowledged the severity of the enrollment crisis, stating, "There is no state that has a balance sheet that can completely blunt the impacts of this federal administration." He pointed to the intricate interplay between state and federal funding, noting that while states have significant control over school budgets, federal funding cuts, particularly to programs like Medicaid, exacerbate existing financial pressures. He expressed frustration with what he perceives as an unfair burden placed on states to compensate for federal funding shortfalls.
"It is deeply unfair," Governor Moore stated, "that the federal government is trying to force governors to make up for slashed funding, particularly for the children who need the support the most." This sentiment reflects a growing concern among state leaders regarding the federal government’s role in supporting public education and the impact of federal fiscal policies on state-level educational initiatives. The implications of declining enrollment are far-reaching, potentially leading to larger class sizes, reduced course offerings, and a diminished capacity to serve students with diverse needs, especially those from low-income backgrounds who rely most heavily on public school resources.
The Federal School Choice Program: A Policy Under Scrutiny
The discussion also delved into the controversial topic of federal private school choice programs. With a growing number of states expressing interest in participating in the first national federal private school choice tax incentive program, Bowie questioned Governor Moore’s stance on Maryland’s potential involvement.
The Federal Scholarship Tax Credit Program, slated to take effect on January 1, 2027, was approved by Congress and signed into law as part of a broader legislative package. Under this program, individual taxpayers can make charitable donations to organizations that provide K-12 educational services, including private school tuition and public school expenses.
Governor Moore indicated that he is still evaluating the program’s intricacies. However, he reiterated his opposition to policies that divert public funds to private school vouchers. His primary concern lies with the lack of clarity surrounding the program’s implementation. "I am never going to leave money on the table when it comes to supporting our kids in public schools," Moore declared. "Here’s the issue: I don’t know what I’m signing up for."
The formal details of the Federal Scholarship Tax Credit Program are yet to be released by the U.S. Department of Treasury through a notice of proposed rulemaking. This absence of concrete guidelines leaves states like Maryland in a position of uncertainty, prompting cautious deliberation before committing to participation. The debate over school choice programs often centers on equity and the potential impact on public education systems. Critics argue that such programs can siphon crucial resources away from public schools, potentially exacerbating existing inequalities, while proponents contend they offer parents greater autonomy and options for their children’s education.
Looking Ahead: A Renewed Focus on Educational Equity and Investment
Governor Moore’s remarks at the Education Writers Association National Seminar underscored a critical juncture for Maryland’s public education system. The acknowledgment of past underinvestment, coupled with proactive strategies to address teacher shortages and a cautious approach to federal school choice initiatives, signals a commitment to a more comprehensive and equitable educational future.
The decline in NAEP scores serves as a stark reminder of the long-term consequences of educational neglect. The state’s progress in reducing teacher vacancies is a positive step, demonstrating the effectiveness of targeted investments. However, the persistent challenges of declining enrollment and the complexities of federal funding necessitate sustained attention and innovative solutions.
Maryland’s educational stakeholders will be closely watching the administration’s next steps as it navigates these multifaceted issues. The governor’s emphasis on public schools and his commitment to ensuring that no child is left behind will be tested by the implementation of new policies and the allocation of resources in the coming years. The path forward demands a collaborative effort, informed by data, driven by a commitment to equity, and focused on providing every student in Maryland with the high-quality education they deserve. The upcoming release of the Treasury Department’s proposed rulemaking for the Federal Scholarship Tax Credit Program will be a significant development, likely to shape Maryland’s decision regarding its participation and its broader educational policy landscape. The administration’s ability to balance federal opportunities with its commitment to public education will be a defining characteristic of its tenure.
