This report shares study findings on a full year tutoring program called Project On-Track, which provided schools with flexible, online tutoring sessions of this high-dosage, small-group literacy program for students in grades 1 to 3.

This report provides trends, examples, and promising practices of how state education agencies used ESSER funds to to address chronic absenteeism. It highlights four common areas of investment: data and early warning systems, reengagement of chronically absent students, family engagement, and wraparound supports.

This report shares the findings of a a study on a large school district in the metro-Atlanta area that instructed teachers to devote more instructional time to mathematics and English language arts at the beginning of the school year in an effort to counter the effects of the pandemic on learning.

This report considers how lessons learned during the pandemic can lead to transformative and lasting shifts in the landscape of K-12 education.

This report examines how schools and districts created innovative staffing and scheduling strategies in reaction to emerging needs during the pandemic. The report delves into new staffing strategies, conditions during the pandemic that enabled them, how educators overcame barriers to the innovations, and how the strategies could be sustained and scaled post-pandemic.

This report shares findings from interviews with top leaders in five school systems that have emphasized grade-level instruction and highlights key challenges to implementing acceleration, such as challenging student behaviors, staffing shortages, and politicization of health, safety, and education.

This brief shares qualitative findings on common challenges and barriers that have arisen as more school districts implement high-impact tutoring programs.

This report provides an overview of the effects of the pandemic on English learners in the metro Atlanta area.

This is the fourth in a series of reports documenting student achievement trends from before the pandemic to present.

This report highlights research that suggests that ESSER funds played a role in improving academic outcomes in low-income districts during school year 2022-2023.