Teaching & Learning
This report offers systemic actions states can take to modernize K-12 education systems to center student learning.
The COVID-19 pandemic resulted in historic drops in academic achievement for America’s students. However, not all of the pandemic’s effects on students were academic. COVID-19-related school closures, economic upheavals, isolation, and stress led to a rapid falloff in what had already been a decade-long decline in students’ mental health. In 2021, 42% of high school students felt persistently sad or hopeless, 29% experienced poor mental health, and 22% seriously considered attempting suicide (CDC, 2023).
On October 3, 2023, the RESTART Network hosted the 2023 Virtual National Symposium featuring the National Association of State Boards of Education and the Council of Chief State School Officers. The webinar included presentations from researchers and policy leaders who are leading efforts to advance academic recovery.
This article analyzes public school mobility and enrollment post-pandemic in Virginia.
This article aims to provide practical, research-based strategies for using technology to monitor Individualized Education Plan (IEP) goal progress.
This study used 2021 Household Pulse Survey data (April to July) to determine the extent adults (parents; n = 7,238) with disabilities’ households had access to educational devices and Internet access for school-aged children, including compared to nondisabled adults (n = 64,046).
This report provides recommendations for programs, supports, and interventions to counteract the negative effects of the pandemic on child and family well-being and offers a path forward to recover from the harms of the pandemic, address inequities, and prepare for the future.
This paper reviews research on education during and since the pandemic that shows that opportunity and achievement gaps for vulnerable populations have widened and discrepancies have been exacerbated. This paper reviews the research, highlight the digital divide and other systemic factors contributing to these gaps, and poses possible solutions for educators.
This article aimed to investigate the experiences and struggles of parents of children identified with a disability during the COVID-19 school closures.
This article examined special education teachers’ perceptions of student success in online instruction during the pandemic school closures to isolate the key determinants in the differential student outcomes reported by the teachers.