This report from the Public Policy Institute of California documents how the pandemic altered Californian households and shows that distance learning has widened gaps for children of color, children in low-income families, and children of less-educated parents.

This report from the Public Policy Institute of California shares the results of a survey of California school districts and their approaches to student learning during the pandemic-whether in-person, hybrid, or virtual.

This working paper from Public Policy Institute of California lays out a variety of institutional practices or mediators that may help to explain whether and when sizable infusions of new dollars enable schools to recover “lost learning” and narrow persisting disparities in student achievement.

This brief from UVA EdPolicyWorks details statewide, student-level administrative data on the composition of the EL population, the identification for and reclassification out of EL services, and the exit of ELs from public school enrollment in kindergarten through grade 12.

This brief from UVA EdPolicyWorks details student-level administrative and assessment data on the Standards of Learning (SOL) reading and math tests for the 2011-12 through 2020-21 school years among students enrolled in grades 3 through 8.

This brief from UVA EdPolicyWorks details statewide administrative data that tracked individual students over time throughout Virginia to highlight how enrollment changed during the first full school year after the onset of the COVID-19 pandemic.

This brief from UVA EdPolicyWorks details day-by-day data on the in-person learning of each grade level in Virginia’s 132 public school divisions for the entire 2020-21 school year.

This brief from UVA EdPolicyWorks details how students would access curriculum if they were not in the school building, how teachers would provide instruction, and whether teachers would be responsible for teaching students both in-person and online.

This brief from UVA EdPolicyWorks details how school divisions in Virginia responded to the COVID-19 pandemic by increasing their use of remote technology for instructional purposes.

The disruptions to schooling created by the COVID-19 pandemic prompted nationwide concern about negative impacts on academic proficiency, particularly for vulnerable student populations. Pennsylvania’s 2021 statewide assessments offered the first opportunity since the pandemic began to assess how students across the Commonwealth were faring, whether achievement gaps had widened, and how remote learning affected student performance.