A new report from Harvard University's Center for Education Policy Research and the Stanford Educational Opportunity Project finds how much learning loss students in each state have suffered during COVID-19 school closures and what leaders need to do to help students 'catch up and prevent the widening achievement gap.' Measure ‘to-do’. It prevents it from becoming permanent.” This is especially true if federal emergency funding runs out in eight months.
In the report, “The First Year of Pandemic Recovery: A Local-Level Analysis,” New Jersey was specifically mentioned as one of the eight states with the lowest math proficiency levels. Students in New Jersey, along with Virginia, Oklahoma, West Virginia, Connecticut, Mississippi, Oregon and Pennsylvania, lost “more than 70 percent of grade level” in math.
Let's take a look at the national scenery. To calculate learning loss by state and region, analysts used student results on state standardized tests and, more importantly, proficiency levels as measured by the National Assessment of Educational Progress (NAEP). High-quality stadium. (See NJER's analysis of 2022 NAEP scores here.)
Results show that across the country, students are inching back to pre-pandemic levels.
“Between 2019 and 2022, the average student in 30 states lost 0.53 grade levels in math achievement and 0.31 grade levels in reading. That means that during the pandemic, students missed half a year of typical math time and a third of a year of reading time. Between 2022 and 2023, students regained about one-third of their original loss in math (0.17 grade levels) and one-quarter of their original loss in reading (0.08 grade levels). So while students have not yet returned to pre-pandemic achievement levels, progress is being made.”
“The gains from 2022 to 2023 are relatively large,” the report says.
They also broke down the data by race and found that while Black and Hispanic students declined more than white students during the pandemic, “Black students’ scores improved more than white and Hispanic students in 2022-2023.” Found it.
Here's another encouraging news. Students in Tennessee, Pennsylvania, and Mississippi saw their math scores improve by more than a third in just one year. This is an incredible achievement, as the average student learned more than 133% of what a typical student would learn. “The whole semester last year.” In reading, Mississippi and Illinois stand out, making up a lot of the ground their students are losing. (The averages mask some important caveats the authors point out: In Massachusetts, for example, wealthier students made the most progress, while students in some lower-income districts had lower proficiency levels. Additionally, Mississippi and Tennessee are respected. Teachers This is because students must go through a rigorous process to become proficient in the science of reading.
Are the differences in recovery related to how states spent their $190 billion COVID emergency funds? No one knows for sure, as there has been little federal guidance beyond “you should spend 20% of your money on learning recovery.” (We know that in states like Indiana, where state education agencies closely monitor spending, students make significantly more progress than in other states. Let it happen. states such as New Jersey)
But in New Jersey or any other state, it's not too late to help students catch up, or at least get close! The report concludes with four recommendations to U.S. state and local agencies on how to “wisely” use remaining COVID funds. This will require governors and state lawmakers to “take a more active role if the recovery is to be successful.”
Here are four recommendations:
Be honest with your parents:
This spring, schools will be required to notify parents if their children are below grade level in math or English, giving parents time to sign up for summer learning before federal relief expires. Studies have shown that parents underestimate the impact of the pandemic on their children's achievement. If parents are misinformed, they cannot effectively advocate for their children's future.
Mandate a summer study program for every student who enrolls.”
Schools will need to expand summer learning seating this summer. The state should require school districts to have enough funding to accommodate every student who enrolls. Studies have shown that six weeks of summer learning is equivalent to a quarter of a year of learning, especially in math. Programs that combine academic education with enriching activities such as arts, sports, or outdoor activities are most effective in engaging students in summer programs and ensuring regular attendance. However, district staff may have difficulty planning both enrichment activities and academic instruction. That's why programs like the Boston Afterschool Program allow organizations like summer camps, zoos, and science museums to plan enrichment activities and school districts to plan academic content. School districts provide financial incentives to such programs to allow room in academic program schedules. The district provides the academic components (curriculum and instructors). This is a promising model to consider for other regions looking to expand summer learning opportunities.
Take advantage of Corona funding loopholes:
Districts can extend recovery efforts into the next school year by signing contracts for tutoring and after-school programs before September.
Even if districts maintain the same pace of academic recovery this year as last year, the recovery will not be complete until September. Federal relief money cannot be used to pay school employees after September, but it can be used to pay for contracts signed before the deadline. So the only way to extend the recovery period into next year using federal funds is to contract with outside providers, such as teachers, summer schools and after-school programs. Federal guidance explicitly encourages school districts to apply for extensions of relief funds for these programs.
Work hard to reduce student absences:
Local governments, employers and community leaders can help schools reduce student absenteeism, which has doubled since the pandemic. Elected officials, employers, and community leaders should launch public awareness campaigns and other initiatives to reduce student absenteeism. Students who are absent not only miss out on learning time while out, but they also make it difficult for teachers to return and keep the class moving.