Policymakers have renewed calls for expanding instructional time in the wake of the COVID-19 pandemic. This study from the Annenberg Institute at Brown University suggests schools might also recover substantial lost learning time within the existing school day.
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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.
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.
This study synthesizes existing research on the implementation of tutoring programs which we define as one-to-one or small-group instruction in which a human tutor supports students grades K-12 in an academic subject area.
The National Center for Education Statistics (NCES) releases the latest round of findings from the School Pulse Panel (SPP) today. These SPP data examine community partnerships, technology/digital literacy, and hiring processes, as reported by school leaders in U.S. public schools.
In order to understand state and local policymakers’ strategies for bolstering teaching resources in the wake of the pandemic, FutureEd analyzed the Covid-relief spending plans of 5,000 school districts and charter organizations representing 74 percent of the nation’s public-school students.