This paper analyzes the impact of recent curricular reforms in Austria aimed at improving students’ computational thinking and problem-solving skills. Using data from the Bebras Challenge, we compare identical tasks from 2016 (N = 11,186) and 2023 (N = 1,505) across grades 3 to 12, focusing on the introduction of mandatory Basic Digital Education and cross-disciplinary programs combining informatics, media literacy, and digital education. Results show a performance decline in most grades, except for grades 3 and 6, with sixth graders showing a 2.2% improvement. No significant effects were found for Basic Digital Education or cross-curricular approaches. These findings question current digital education policy and support research suggesting that dedicated informatics instruction is more effective than integrated subjects. The study calls for a clearer distinction between informatics and general digital education and a stronger commitment to informatics as a standalone subject to better prepare students for the digital age.