The road to COVID recovery: How districts are seizing the once-in-a-generation opportunity to learn from ESSER interventions
By: David Brackett, Emily Morton, Jacob Cortez, Dan Goldhaber
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
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The four-day school week (4dsw) is growing in popularity, especially in rural areas across the western United States. RAND researchers conducted a study of the implementation and outcomes of the 4dsw in numerous districts across Idaho, New Mexico, and Oklahoma, as well as administrative data from these and other states. The analyses resulted in mixed findings, with small cost savings and high satisfaction for teachers, families, and students, but lower test scores related to the 4dsw. Given these mixed findings, communities are likely to make different choices about the 4dsw depending on their goals and the local context.
By: M. Rebecca Kilburn, Emily Morton, Andrea Phillips, Wendy Troxel, Celia Gomez, Christopher Doss, Louis Mariano, Kevin Estes
Topics: Informing instruction
Technical appendix for: Learning during COVID-19: Reading and math achievement in the 2020-2021 school year
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, Learning during COVID-19: Reading and math achievement in the 2020-21 school year.
Two research questions were investigated in this brief:
1. How do gains across the 2020-21 school year compare to pre-pandemic trends?
2. How does student achievement in spring of 2021 compare to pre-pandemic levels?
To what extent did COVID-19 disruptions affect student achievement in 2020-2021, and which students have been most affected? New NWEA research aims to provide insight to inform leaders working to support recovery: using data from 5.5 million students in grades 3-8 who took MAP Growth assessments in reading and math, this brief examines how gains across the 2020-21 school year and student achievement in spring 2021 compare to pre-pandemic trends.
Transforming education through COVID-19 recovery and learning acceleration: research findings, policy recommendations, and lessons from the ground
In this webinar offered in partnership by the Alliance for Excellent Education, NWEA, the National Urban League, and Unidos US, learn about new NWEA research on academic trends of students during the past school year compared to a more typical school year, what these findings suggest about widening education inequality, recommendations for states and districts on how to use recent federal aid to transform education for historically underserved students, and the perspective a a district leader on what their district is doing to support students as they return to school.
This report examines the academic impact of the COVID-19 pandemic on Black, Indigenous, and people of color (BIPOC) students, with the goal of documenting achievement trends to provide leaders and policymakers with evidence to guide action to address educational inequities for BIPOC students.
Supporting COVID-19 recovery for students with disabilities: Research findings, policy recommendations, and lessons from the ground
In this webinar by the Alliance for Excellent Education, NWEA, and the National Center for Learning disabilities, learn about recent research on academic growth for students in special education before the pandemic and implications for policies and practices designed to spur COVID-19 recovery.
Academic growth for students with disabilities: Lessons from school-year learning gains and summer learning loss—Implications for COVID-19 recovery and beyond
How can we support academic growth for students with disabilities (SWD) who may have experienced disproportionate academic impacts from COVID-19?
By: Lindsay Dworkin, Katie Carroll