This report considers how lessons learned during the pandemic can lead to transformative and lasting shifts in the landscape of K-12 education.
Practitioner
This report examines how schools and districts created innovative staffing and scheduling strategies in reaction to emerging needs during the pandemic. The report delves into new staffing strategies, conditions during the pandemic that enabled them, how educators overcame barriers to the innovations, and how the strategies could be sustained and scaled post-pandemic.
Join the RESTART Network on October 11, 2024 for the 2024 Virtual National Symposium: Lasting Lessons: Embracing Enduring Shifts in PreK-12 Education Systems featuring the National Association of Secondary School Principals (NASSP) and the Council of the Great City Schools (CGCS). The symposium will include presentations from researchers, school leaders, and policymakers about the enduring changes in PreK-12 education in the wake of the pandemic.
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 brief shares qualitative findings on common challenges and barriers that have arisen as more school districts implement high-impact tutoring programs.
It won’t come as a surprise to most, that when students feel like they belong in school and are meaningfully connected to their peers and adults in the building, school becomes a safe place where they want to be.
How should education officials define success for K-12 summer school programs? This question has become increasingly salient in the aftermath of the COVID-19 pandemic. Many states and districts implemented summer programs to help students recover academically and re-engage with school. Now, as ESSER funding dries up, states and school districts face tough decisions about which programs to keep, amend, or discontinue.
This is the fourth in a series of reports documenting student achievement trends from before the pandemic to present.
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.