This report from Annenberg Institute at Brown University discusses community preferences for re-opening schools during the pandemic- what strategies and policies should be implemented to gain public support.
Report
This blog from the Public Policy Institute of California examines the accessibility of digital tools and equity among students during the first year of the pandemic.
This report from the Public Policy Institute of California documents how the pandemic altered Californian households and shows that distance learning has widened gaps for children of color, children in low-income families, and children of less-educated parents.
This report from the Public Policy Institute of California shares the results of a survey of California school districts and their approaches to student learning during the pandemic-whether in-person, hybrid, or virtual.
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.
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.
In this guide, CGCS focuses on the instructional challenges posed by school closures. In particular, it presents district curriculum leaders and staff with an instructional framework for addressing unfinished learning and learning losses.
In this guide, we present a set of overarching principles and strategies to address the social-emotional and mental health needs of both students and adults at this critical juncture and beyond.
The purpose of this document is to lay out a framework for the nation’s large city school systems to spend these new federal dollars strategically and effectively.