From the article: "Remote learning requires teachers to confront new challenges, like assessing the impact of instructional time students lost last spring and supporting students with disabilities or those with mental health needs that might have grown worse after the pandemic. And it’s forcing teachers to rethink the ways they give feedback on student work, track discipline and attendance, and encourage their students to direct their own learning.

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).