Costa Rica is facing a challenge that can no longer be postponed: our students are not reading or solving mathematical problems at the level required by a country that aspires to grow with stability and competitiveness. Recent national and international assessments confirm a steady decline in reading comprehension and mathematical reasoning. This is not an isolated issue within the education system; it is a deeper symptom that affects productivity, innovation, and social cohesion.
In reading, a worrying share of students struggle to interpret complex texts, identify arguments, or distinguish facts from opinions. This limits their ability to learn other subjects, understand the world, and participate critically in democratic life. In mathematics, the situation is even more severe: more than half of Costa Rican students fail to reach the minimum expected proficiency, compromising their future in fields such as technology, engineering, finance, and science.
Meanwhile, countries that faced similar challenges two decades ago—such as Estonia, Poland, and Portugal—achieved remarkable progress by prioritizing teacher training, protecting instructional time, and adopting evidence‑based teaching methods. Today, these nations demonstrate that improvement is possible when political will, technical continuity, and a clear national vision come together. They are not “the best in the world,” but they are realistic examples of sustained and achievable progress.
Costa Rica needs that same level of commitment. The country requires a serious, long‑term, evidence‑driven education policy—not improvisation. This means strengthening teacher preparation through rigorous and continuous training; ensuring that the school calendar is respected; and adopting methodologies that build reasoning, comprehension, and problem‑solving skills from the earliest grades.
Early intervention is essential. A child who cannot read fluently by age eight is likely to carry learning gaps throughout their academic life. The same is true for mathematics: without strong foundations in primary school, secondary education becomes an insurmountable barrier. Identifying difficulties early and providing immediate support is not a luxury—it is a responsibility of the State.
But responsibility does not fall solely on schools. Reading must be restored as a cultural habit, not a school assignment. Communities, families, libraries, and the private sector can become strategic allies through tutoring programs, reading clubs, modern learning materials, and spaces that celebrate learning.
Costa Rica has shown in the past that it can lead when it chooses to. Today, the leadership we need is not technological or diplomatic—it is educational. Without strong reading and math skills, there is no social mobility, no innovation, and no competitive future. Recognizing this is not pessimism; it is the first step toward rebuilding the foundation on which everything else depends.
The country still has time, but not much. Education cannot wait any longer.
