This article presents results from a meta-analysis of 37 contemporary experimental and quasi-experimental studies of summer programs in mathematics for children in grades pre-K–12, examining what resources and characteristics predict stronger student achievement.

This report details findings from the Summer Enrichment Initiative launched by the Connecticut State Department of Education to provide students opportunities for socialization and fun as the state eased it's COVID-19 pandemic restrictions.

This article details the effectiveness of a novel, 100-percent online math tutoring program, targeted at secondary school students from highly disadvantaged neighborhoods.

This report explores how states are using federal ESSER state set-aside funding to lead large-scale, evidence-based tutoring initiatives.

This brief looks at the impact of Elementary and Secondary School Emergency Relief (ESSER) funds set aside for state use.

This journal article assesses new methods for summer reading interventions after school closures during the pandemic.

In this brief discusses the barriers of implementing high-quality tutoring in schools during the pandemic.

In this brief, researchers discuss ways to improve unfinished learning methods through tutoring and expanded learning time during the pandemic.

This report from the Education Policy Initiative at Carolina (EPIC) examines the impacts of school extension programs in the summer or during the school year on student re-engagement and academic performance following COVID-19.

Across the country, scores for nine-year-old students dropped 7 points in math and 5 points in reading. But even before the pandemic, there were worrisome levels in proficiency—especially among historically underserved students—and gaps widened over the last two years.