This report shares the findings of a a study on a large school district in the metro-Atlanta area that instructed teachers to devote more instructional time to mathematics and English language arts at the beginning of the school year in an effort to counter the effects of the pandemic on learning.

This brief analyzes public school district leaders' concerns about student academic learning during the 2020-21 school year, reporting on content coverage and percentages of students performing below grade level or earning poor grades.

This report shares findings from interviews with top leaders in five school systems that have emphasized grade-level instruction and highlights key challenges to implementing acceleration, such as challenging student behaviors, staffing shortages, and politicization of health, safety, and education.

This paper summarizes survey findings that illuminate how school districts in Minnesota responded to students' and families' emerging technology needs when schools shifted to hybrid and distance learning models during the pandemic.

This report provides an overview of the effects of the pandemic on English learners in the metro Atlanta area.

This is the fourth in a series of reports documenting student achievement trends from before the pandemic to present.

This report highlights research that suggests that ESSER funds played a role in improving academic outcomes in low-income districts during school year 2022-2023.

This brief estimates the effects of federal pandemic-relief funding (ESSER III) for K12 schools on district-level student achievement growth in 2023.

This brief New provides a synthesis of data about the district and school challenges of post-pandemic chronic absenteeism, and what can be done to meet them.

This research brief provides an overview of changes in the distribution of absences for the 2022-23 school year and how absences vary across different groups of students and schools in North Carolina.