This brief from UVA EdPolicyWorks details statewide, student-level administrative data on the composition of the EL population, the identification for and reclassification out of EL services, and the exit of ELs from public school enrollment in kindergarten through grade 12.
Brief
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.
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.
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 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.