Teaching & Learning
This report highlights trends on multiple attainment indicators to measure the state of schools after the pandemic, including chronic absenteeism, achievement metrics, high school graduation rates, and postsecondary enrollment and attainment.
This brief shares information on trends of learning loss and recovery in Massachusetts and its impact on specific student groups.

During our fall 2024 convening of the RESTART Network’s Core Research Teams, I was struck by an ongoing theme I heard from each team as they reflected on the research they conducted on pandemic recovery: having a pre-existing research-practice partnership (RPP) was essential to their ability to respond quickly to needs that emerged during the crisis. It was also key to the success of the research they were able to collaborate on during and after the pandemic. 

This journal article examines the effects of the pandemic on student attendance, course grades, and grade retention in North Carolina in 2020–2021 and 2021–2022 using descriptive and regression analyses.
This report investigate the effectiveness of using the i-Ready Personalized Instruction platform to promote student acceleration in the wake of the pandemic in a metro-Atlanta school district.
This article describes the interest-based learning approach of Metropolitan Regional Career and Technical Center (the Met) in Rhode Island, which addresses students' need for connection to adults and the world beyond the classroom.
This report shares findings from a nationally representative survey of K-12 teachers in May 2023 that analyzes the potential long-term impacts of COVID-19 on public schools by examining school operations, instructional practices, and parent-teacher interactions.
This report highlights how students are showing signs of recovery in Fall 2024, but the average American student remains less than halfway to full academic recovery and students whose learning was most severely interrupted are still not getting the supports they need.
The article summarizes the findings of a case study examining how literacy instruction in K-3 classrooms was impacted by the COVID-19 pandemic.
This article uses findings from a qualitative study to demonstrate how teachers can envision themselves as key stakeholders in continual educational improvement through critical reflection in collaborative professional communities.