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U.S. 15-Year-Olds Hit 25-Year Low in Reading Scores as AI Use Grows, OECD Report Finds
On September 10, 2026, the Organisation for Economic Co‑operation and Development (OECD) released a new triennial PISA report that shocked educators across the United States: the reading proficiency of 15‑year‑olds has slipped to its lowest point in a quarter‑century. Even as the country still tops the OECD average, the decline signals a worrying trend that coincides with a surge in classroom AI tools.
The study examined more than 4,500 American students drawn from 144 schools in 90 countries. A majority—roughly 75 %—of U.S. teens could identify the main idea of a moderately long passage, locate information from complex prompts, and reflect on a text’s purpose and form. In contrast, reading scores fell by seven points between 2015 and 2025, while mathematics and science remained largely unchanged. American students continue to outperform the OECD average in reading and science, but lag slightly behind in mathematics.
A striking backdrop to these numbers is the reported rise in digital distractions and AI use. Nearly half of learners in OECD member states report engaging with AI chatbots at least once a week to support their studies. A separate survey by Common Sense Media found that 70 % of teens turn to AI for schoolwork, and 63 % receive direct answers. About 40 % of respondents said they feel they miss out on learning when they rely on AI to complete assignments and generate fewer ideas independently. The OECD’s own analysis notes that students who avoid using AI to draft writing assignments tend to perform better, though it cautions that the relationship between AI use and learning outcomes is complex.
“Reading scores are extremely disappointing,” said Yvette Renteria, chief program officer at Common Sense Media. “Educators must look underneath the hood to address the problem.” Renteria warned that AI shortcuts the cognitive struggle that underpins learning, and highlighted a lack of formal guidance for teachers on how to integrate AI responsibly. She urged that critical thinking, curiosity, and human connection remain central to instruction, and that parents play a key role in ensuring AI tools support learning both at school and at home.
Echoing Renteria, Andreas Schleicher, the OECD’s director for education and skills, added: “Learning comes from a cognitive struggle that can get lost in the use of AI to complete schoolwork.” The report calls for clearer guidelines on AI integration in education and for research into its impact on student outcomes.
In response to the growing concerns, Common Sense Media’s Youth AI Safety Institute—launched earlier this year—aims to provide independent testing and recommendations for AI tools used by children. The institute’s work underscores the current data: while AI can offer benefits such as brainstorming assistance and answer verification, unchecked use may contribute to declining reading proficiency.
Addressing this issue will likely require coordinated efforts from educators, policymakers, technology developers, and families. The OECD’s findings suggest that the challenge is not simply the presence of AI, but how it is employed within the broader educational ecosystem. As schools continue to experiment with generative AI, the balance between harnessing its advantages and preserving robust foundational skills will remain a pivotal question for the next decade.
In sum, the September 2026 PISA report paints a nuanced picture: U.S. 15‑year‑olds still lead the OECD in reading and science, yet a 25‑year low in reading proficiency—paired with a 28‑point global decline over the past decade—raises urgent questions about the role of AI in classrooms. The path forward hinges on evidence‑based guidelines, rigorous research, and a shared commitment to nurturing the critical thinking and curiosity that drive learning.
The study examined more than 4,500 American students drawn from 144 schools in 90 countries. A majority—roughly 75 %—of U.S. teens could identify the main idea of a moderately long passage, locate information from complex prompts, and reflect on a text’s purpose and form. In contrast, reading scores fell by seven points between 2015 and 2025, while mathematics and science remained largely unchanged. American students continue to outperform the OECD average in reading and science, but lag slightly behind in mathematics.
A striking backdrop to these numbers is the reported rise in digital distractions and AI use. Nearly half of learners in OECD member states report engaging with AI chatbots at least once a week to support their studies. A separate survey by Common Sense Media found that 70 % of teens turn to AI for schoolwork, and 63 % receive direct answers. About 40 % of respondents said they feel they miss out on learning when they rely on AI to complete assignments and generate fewer ideas independently. The OECD’s own analysis notes that students who avoid using AI to draft writing assignments tend to perform better, though it cautions that the relationship between AI use and learning outcomes is complex.
“Reading scores are extremely disappointing,” said Yvette Renteria, chief program officer at Common Sense Media. “Educators must look underneath the hood to address the problem.” Renteria warned that AI shortcuts the cognitive struggle that underpins learning, and highlighted a lack of formal guidance for teachers on how to integrate AI responsibly. She urged that critical thinking, curiosity, and human connection remain central to instruction, and that parents play a key role in ensuring AI tools support learning both at school and at home.
Echoing Renteria, Andreas Schleicher, the OECD’s director for education and skills, added: “Learning comes from a cognitive struggle that can get lost in the use of AI to complete schoolwork.” The report calls for clearer guidelines on AI integration in education and for research into its impact on student outcomes.
In response to the growing concerns, Common Sense Media’s Youth AI Safety Institute—launched earlier this year—aims to provide independent testing and recommendations for AI tools used by children. The institute’s work underscores the current data: while AI can offer benefits such as brainstorming assistance and answer verification, unchecked use may contribute to declining reading proficiency.
Addressing this issue will likely require coordinated efforts from educators, policymakers, technology developers, and families. The OECD’s findings suggest that the challenge is not simply the presence of AI, but how it is employed within the broader educational ecosystem. As schools continue to experiment with generative AI, the balance between harnessing its advantages and preserving robust foundational skills will remain a pivotal question for the next decade.
In sum, the September 2026 PISA report paints a nuanced picture: U.S. 15‑year‑olds still lead the OECD in reading and science, yet a 25‑year low in reading proficiency—paired with a 28‑point global decline over the past decade—raises urgent questions about the role of AI in classrooms. The path forward hinges on evidence‑based guidelines, rigorous research, and a shared commitment to nurturing the critical thinking and curiosity that drive learning.
