Research on Education Strategies to
Advance Recovery and Turnaround

Policymaker

National test scores show the deleterious effects of the pandemic on student learning. In this blog, we explore the urban-rural divide in learning loss and recovery. Urban districts lost more ground in math, while rural districts lost more in reading. As districts recover, Latino students and economically disadvantaged students in rural areas are further left behind.

This toolkit provides school leaders with relevant information and data around ESSER expenditures and student outcomes.
The School Pulse Panel (SPP) is a monthly data collection of vital information in public education. Beginning in the 2023–24 school year, SPP is expanding to collect data on a range of topics that have relevance for federal policymakers, stakeholders within the U.S. Department of Education, public school leaders across the country, and the general public.

In education, nearly all the action in policy and program design happens at the state and local levels. And, compared to local-level studies, state-level studies are attractive because they offer large samples of students, teachers, and schools and opportunities to look at a policy or program across different types of students and schools. However, many “statewide” policies are actually implemented by the school district, and school districts make adjustments for their own context.

Join the RESTART Network, funded by the Institute of Education Sciences (IES), for the Actionable Insights from Research and Practice to Support Pandemic Recovery Forum, an in-person convening at the American Institutes for Research (AIR) headquarters in Arlington, VA.

During the 2024 National Network Forum, researchers, policymakers, leaders, and practitioners will join to discuss accelerating student learning, fostering student connectedness and social emotional learning, and emerging research related to pandemic recovery.

This brief examines the impact of the COVID-19 pandemic on educator attrition and mobility in North Carolina and highlights a sharp increase in movement between Fall 2020 and Fall 2022.

The evidence was clear: enrollment in full-day preschool had long-lasting benefits for students, especially students who started off the farthest behind. Beginning in 2013, Chicago Public Schools officials invested in new policies and programs that resulted in quadrupling full-day programs, most notably on the West and South Sides of Chicago in primarily Black neighborhoods with the lowest income levels.

This blog summarizes the recent School District Spending of American Rescue Plan report which details and analyzes the survey responses about how school systems across the country are utilizing ARP funds in response to the COVID-19 pandemic.
This journal article synthesizes 33 articles on the implementation of tutoring, defined as one-to-one or small-group instruction in which a human tutor supports students grades K-12 in an academic subject, to better understand the facilitators and barriers to program success.
This journal article uses interview data to examine elementary school educators' perspectives of the impact of COVID-19.