From the paper: "There have been countless challenges faced by American families with school-aged children during the COVID-19 pandemic. Among the many challenges specifically relating to education has been ensuring children had access to a challenging academic curriculum. The purpose of this paper is to examine how the COVID-19 pandemic affected the ways curriculum materials were used and identify lessons that could help improve access to quality curriculum and instruction moving forward, whether children are being educated in school, remotely, or in a homeschool/pod setting."

From the report: "Given the major disruptions to students’ daily lives as well as the education field more generally caused by the COVID-19 pandemic, NCRERN was interested in learning how its partner districts navigated mandatory school closures and the shift to online learning, as well as identifying ways that NCRERN could support the short- and long-term needs of rural educators.

From the paper: "Since the pandemic started in March 2020, multiple reports have highlighted large declines in students’ math and reading achievement as well as widening gaps by race and school poverty. If allowed to become permanent, such losses will have major impacts on future earnings and intergenerational mobility. We use student-level data from 2.1 million students in 10,000 schools from 49 states (plus D.C.) to compare students’ achievement growth during the pandemic (Fall 2019 to Fall 2021) to a pre-pandemic period (Fall 2017 to Fall 2019).

From the report: "This report offers recommendations for state departments of education on how to meet the assessment needs of students with disabilities, including English learners with disabilities and students with the most significant cognitive disabilities, during times of interrupted education due to extended school closures. It also includes ideas for information that state departments can give to local schools.

From the paper: "... we use NWEA MAP test data to examine variation in students’ achievement and growth during the pandemic across multiple dimensions.

From the paper: "Our findings highlight the challenges that recovery efforts faced during the 2021–22 school year. Although, on average, math and reading test score gains during the school year reached the pace of pre-pandemic school years, they were not accelerated beyond that pace. In the districts where we had detailed data on student participation in academic interventions, we found that recovery efforts often fell short of original expectations for program scale, intensity of treatment, and impact.

From the report: "Over the past 18 months, the parents of an estimated 10.8 million students, or nearly one in five of the nation’s schoolchildren, did not get what they wanted from their child’s school. These families are not a monolith — they represent a diverse range of communities found across America, both in terms of race/ethnicity and socioeconomic status. Families’ preferences for their children’s education in the fall of 2020 looked very different from their preferences in any previous year.

From the report: "With the rapid closures of schools following the COVID-19 pandemic, the dissemination of information was chaotic and, at times, unavailable. Additionally, as families began to understand the closures would continue through the remainder of the 2019-2020 school year, these same problems persisted. ...almost half of the districts did not provide information regarding grading procedures for assignments/tasks/assessments.