This brief from UVA EdPolicyWorks details student-level administrative and assessment data on the Standards of Learning (SOL) reading and math tests for the 2011-12 through 2020-21 school years among students enrolled in grades 3 through 8.
Researcher
This brief from UVA EdPolicyWorks details statewide administrative data that tracked individual students over time throughout Virginia to highlight how enrollment changed during the first full school year after the onset of the COVID-19 pandemic.
This brief from UVA EdPolicyWorks details day-by-day data on the in-person learning of each grade level in Virginia’s 132 public school divisions for the entire 2020-21 school year.
This brief from UVA EdPolicyWorks details how students would access curriculum if they were not in the school building, how teachers would provide instruction, and whether teachers would be responsible for teaching students both in-person and online.
This brief from UVA EdPolicyWorks details how school divisions in Virginia responded to the COVID-19 pandemic by increasing their use of remote technology for instructional purposes.
This paper examines academic recovery in 12 mid- to large-sized school districts across 10 states during the 2021–22 school year.
In this research brief, we provide descriptive data on the effect of the pandemic on student absences, course grades, and grade retention in the 2020-21 school year. We also examine how these effects vary across grade levels, at different points of the absence and course grade distribution, and for student subgroups. We find that: (1) On average, students in 2020–21 missed more days of school, performed worse in their courses, and were more likely to be retained in grade in the following year as compared to pre-pandemic peers.
How much did students’ grades in spring 2020 and spring 2021 differ from grades during pre-pandemic years? The UChicago Consortium used course grades data for students in grades 4-12 in Chicago Public Schools to find out.
The National Center for Education Statistics (NCES) has gathered highlights from a variety of data sources to provide a composite, high-level view of the complex American education landscape since the onset of the pandemic.
This study aimed to explore the COVID-19 impact on the reading achievement growth of Grade 3-5 students in a large urban school district.