The road to COVID recovery: How districts are seizing the once-in-a-generation opportunity to learn from ESSER interventions
By: David Brackett, Jacob Cortez, Dan Goldhaber, Emily Morton
The American Rescue Plan provides $122 billion for COVID recovery in schools. With more than 40 state plans approved, how are districts collecting, monitoring, reporting and learning from the unprecedented interventions? What can districts do now to design and implement data collection processes that will shape collective learning? In this webinar, you will hear how district leaders and researchers are approaching this opportunity to alter life outcomes for generations.See More
This visualization was developed to provide state-level insights into how students performed on MAP Growth in the 2020–2021 school year. Assessments are one indicator, among many, of the student impact from COVID-19. Our goal with this tool is to create visible data that informs academic recovery efforts that will be necessary in the 2022 school year and beyond.
By: Greg King
The purpose of this technical appendix is to share more detailed results and describe the sample and methods used in the research in Education’s long COVID: 2022-23 achievement data reveal stalled progress toward pandemic recovery report.
New research shows progress toward academic recovery stalled in 2022-23. This research brief covers data from 6.7 million US students examining academic gains relative to pre-pandemic years as well as tracking the gap in achievement between COVID year student groups compared to their pre-pandemic peers.
Products: MAP Growth
New research provides evidence that student reading and math achievement at the start of the 2022–23 school year is continuing to rebound from the impacts of the pandemic, though full recovery is likely still several years away.
The purpose of this technical appendix is to share more detailed results and describe the sample and methods used in the research in Progress towards pandemic recovery: Continued signs of rebounding achievement at the start of the 2022-23 school year.
New research provides additional evidence of the uneven impacts of the COVID-19 pandemic showing that students’ math and reading test scores are more variable in spring 2022 than before the pandemic in part because the divide between high and low achievers has widened.
The purpose of this technical appendix is to share more detailed results and to describe more fully the sample and methods used in the research included in the brief, The widening achievement divide during COVID-19.