This brief from the Council of the Great City Schools focuses on the instructional challenges posed by school closures and presents district curriculum leaders and staff with an instructional framework for addressing unfinished learning and learning losses.

This journal article from the Applied Developmental Science journal discusses the implications for school and classroom practices of an emerging consensus about the science of learning and development, outlined in a recent synthesis of the research.

This brief from TNTP discusses a plan to help system leaders with recommendations on the authentic community engagement, change management, and organizational development for long-term success.

This brief from TNTP focuses on evidence that learning acceleration not remediation could be key to unwinding generations-old academic inequities the COVID-19 pandemic has only exacerbated.

This brief from TNTP discusses the Opportunity Myth, a theory based on the imbalance of high school student aspirations and their unpreparedness to meet their goals for college and careers due to lack of key resources from the education system.

This working paper from Public Policy Institute of California lays out a variety of institutional practices or mediators that may help to explain whether and when sizable infusions of new dollars enable schools to recover “lost learning” and narrow persisting disparities in student achievement.

The disruptions to schooling created by the COVID-19 pandemic prompted nationwide concern about negative impacts on academic proficiency, particularly for vulnerable student populations. Pennsylvania’s 2021 statewide assessments offered the first opportunity since the pandemic began to assess how students across the Commonwealth were faring, whether achievement gaps had widened, and how remote learning affected student performance.

Proficiency rates on Pennsylvania’s statewide assessments in 2022 remain below pre-pandemic levels, especially in math, but there is evidence that student learning has begun to recover.

The COVID-19 pandemic raised concerns about the possibility of increased staff attrition from the public school sector, as it did for other occupations during the Great Resignation that followed the pandemic’s onset. Recruiting and retaining education staff were pressing challenges even before the pandemic began.

In 2021, two Education Innovation and Research (EIR) competitive preference priorities were issued to address the impact of Covid and promote equity in Pre-K-12 education.