This infographic provides an overview of how resources influenced instructional change in elementary schools that adopted K-2 Skyline English Language Arts (Skyline ELA).
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This article details a cross-sectional study that found chronic absenteeism rates to be higher in school districts that used only virtual learning during the pandemic compared to those that were in-person.
This article looks at elementary student differences in internalizing and externalizing behaviors before and after the pandemic in schools using a tiered system of support.
This infographic provides an overview of three recent projects from the Metro Atlanta Policy Lab for Education to understand the impacts of the pandemic. The infographic also provides recommendations for policymakers, practitioners, and researchers when responding to future educational disruptions.
In Illinois, students and educators experienced severe disruptions in schooling during the COVID-19 pandemic that negatively affected mental health and well-being, shining a light on the importance of social-emotional learning (SEL).
Note : This story was originally published by EdSource. Sign up for their daily newsletter.
For the past two and half years, the RESTART Network has been tasked with conducting a systematic search for studies on district and school activities focusing in COVID-19 pandemic recovery and academic acceleration. We identified and reviewed academic recovery studies published between January 2020 and March 2024. We focused on critical topics identified by policymakers, school leaders and practitioners as imperative.
This report shares key findings about students' experiences in Chicago Public Schools during the pandemic, including absentee rates and feelings of stronger relationships between teachers and students.
This journal article investigates differences in students' levels of internalizing and externalizing behaviors as well as school referrals for special education services from before and after the onset of the pandemic.
This synthesis details findings from a systematic review of COVID-19 academic recovery efforts and supporting evidence related to the topic of student well-being in schools.