In this webinar, Dr. Beth Tarasawa, Sal Khan, Dr. Jesus Jara, and Kimberly Cockrell share implications of recent research that provides some insights on potential academic impacts of COVID-19, as well as insights for action to help educators, policymakers, and families address and plan for the impacts of this extended pause in classroom instruction.

Over 1.5 billion children and youth remain out of school worldwide. Former U.S. Secretary of Education John King says that this will represent a lasting impact of the pandemic. He joins Hari Sreenivasan to talk about the challenges faced by some 50 million American students–and to share how a place of learning became a shelter when tragedy hit his home.

Some students rely on schools for the personal, hands-on attention of specialists. What do they do now?

America’s schoolchildren will need help catching up.

COVID-19 school closures will likely affect student academic achievement. Research on summer learning loss offers insights to help plan for and address some potential impacts of this extended pause when students return to school.

This technical appendix outlines the methodology behind the projections in the NWEA research white paper, The COVID-19 slide: What summer learning loss can tell us about the potential impact of school closures on student academic achievement.

Education leaders are already bracing for a worse “summer slide” this year for students whose schools were shut down to curb the spread of coronavirus. But new research suggests the “COVID slide” is going to be significantly worse. In one study out today, Beth Tarasawa and Megan Kuhfeld, reasearchers for NWEA, analyzed student achievement and growth data from more than 5 million students in grades 3-8 who participated in NWEA’s widely used MAP-Growth test in 2017-18 to project growth trajectories for the students under two scenarios for COVID school disruptions.