NowComment
2-Pane Combined
Comments:
Full Summaries Sorted

How is COVID-19 affecting student learning?


0 General Document comments
0 Sentence and Paragraph comments
0 Image and Video comments


The COVID-19 pandemic has introduced uncertainty into major aspects of national and global society, including for schools. For example, there is uncertainty about how school closures last spring impacted student achievement, as well as how the rapid conversion of most instruction to an online platform this academic year will continue to affect achievement. Without data on how the virus impacts student learning, making informed decisions about whether and when to return to in-person instruction remains difficult. Even now, education leaders must grapple with seemingly impossible choices that balance health risks associated with in-person learning against the educational needs of children, which may be better served when kids are in their physical schools.

New Conversation
Paragraph 1 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 1, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 1, Sentence 2 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 1, Sentence 3 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 1, Sentence 4 0
profile_photo
Mar 11
Neve Scolere (Mar 11 2022 1:31PM) : Difficult for ecucators to balance risk factors and learning

Amidst all this uncertainty, there is growing consensus that school closures in spring 2020 likely had negative effects on student learning. For example, in an earlier post for this blog, we presented our research forecasting the possible impact of school closures on achievement. Based on historical learning trends and prior research on how out-of-school-time affects learning, we estimated that students would potentially begin fall 2020 with roughly 70% of the learning gains in reading relative to a typical school year. In mathematics, students were predicted to show even smaller learning gains from the previous year, returning with less than 50% of typical gains. While these and other similar forecasts presented a grim portrait of the challenges facing students and educators this fall, they were nonetheless projections. The question remained: What would learning trends in actual data from the 2020-21 school year really look like?

New Conversation
Paragraph 2 0
profile_photo
Mar 11
Neve Scolere (Mar 11 2022 1:32PM) : negative effects on student learning
profile_photo
Mar 11
Neve Scolere (Mar 11 2022 1:35PM) : lower learning gains predicted overall, but especially in math
New Conversation
Paragraph 2, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 2, Sentence 2 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 2, Sentence 3 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 2, Sentence 4 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 2, Sentence 5 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 2, Sentence 7 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 2, Sentence 8 0
No sentence-level conversations. Start one.

RELATED CONTENT

New Conversation
Paragraph 3 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 3, Sentence 1 0
No sentence-level conversations. Start one.

The kindergarten classroom of Emily Williams sits idle, left for over two months after schools closed down on March 12th at Minglewood Elementary School in Clarksville, Tenn., on Thursday, May 14, 2020.Hpt Minglewood Clearing Out 15

New Conversation
Paragraph 4 (Image 1) 0
No whole image conversations. Start one.
New Conversation
Whole Image 0
No whole image conversations. Start one.
BROWN CENTER CHALKBOARD

The impact of COVID-19 on student achievement and what it may mean for educators

New Conversation
Paragraph 6 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 6, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 7 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 7, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 8 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 8, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 5 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 5, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 0
No paragraph-level conversations. Start one.

Khila Harris (from left), 15, Eric Harris, 12, and Kaylee Jones, 9, work on their laptops on the first day of school Monday, Aug. 31, 2020, from their home in Memphis.083120 Scsfirstday 13 Msg
New Conversation
Paragraph 9 (Image 2) 0
No whole image conversations. Start one.
New Conversation
Whole Image 0
No whole image conversations. Start one.

BROWN CENTER CHALKBOARD

Surveys show things are better for students than they were in the spring—or do they?

New Conversation
Paragraph 11 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 11, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 12 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 12, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 13 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 13, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 10 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 10, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 0
No paragraph-level conversations. Start one.

With fall 2020 data now in hand, we can move beyond forecasting and begin to describe what did happen. While the closures last spring left most schools without assessment data from that time, thousands of schools began testing this fall, making it possible to compare learning gains in a typical, pre-COVID-19 year to those same gains during the COVID-19 pandemic. Using data from nearly 4.4 million students in grades 3-8 who took MAP® Growth™ reading and math assessments in fall 2020, we examined two primary research questions:

New Conversation
Paragraph 14 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 14, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 14, Sentence 3 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 14, Sentence 4 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 14, Sentence 5 0
No sentence-level conversations. Start one.
  1. How did students perform in fall 2020 relative to a typical school year (specifically, fall 2019)?
  2. New Conversation
    Paragraph 15 0
    No paragraph-level conversations. Start one.
    New Conversation
    Paragraph 15, Sentence 1 0
    No sentence-level conversations. Start one.
  3. Have students made learning gains since schools physically closed in March 2020?
  4. New Conversation
    Paragraph 16 0
    No paragraph-level conversations. Start one.
    New Conversation
    Paragraph 16, Sentence 1 0
    No sentence-level conversations. Start one.

To answer these questions, we compared students’ academic achievement and growth during the COVID-19 pandemic to the achievement and growth patterns observed in 2019. We report student achievement as a percentile rank, which is a normative measure of a student’s achievement in a given grade/subject relative to the MAP Growth national norms (reflecting pre-COVID-19 achievement levels).

New Conversation
Paragraph 17 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 17, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 17, Sentence 2 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 17, Sentence 4 0
No sentence-level conversations. Start one.

To make sure the students who took the tests before and after COVID-19 school closures were demographically similar, all analyses were limited to a sample of 8,000 schools that tested students in both fall 2019 and fall 2020. Compared to all public schools in the nation, schools in the sample had slightly larger total enrollment, a lower percentage of low-income students, and a higher percentage of white students. Since our sample includes both in-person and remote testers in fall 2020, we conducted an initial comparability study of remote and in-person testing in fall 2020. We found consistent psychometric characteristics and trends in test scores for remote and in-person tests for students in grades 3-8, but caution that remote testing conditions may be qualitatively different for K-2 students. For more details on the sample and methodology, please see the technical report accompanying this study.

New Conversation
Paragraph 18 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 18, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 18, Sentence 2 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 18, Sentence 3 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 18, Sentence 5 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 18, Sentence 6 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 18, Sentence 7 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 18, Sentence 9 0
No sentence-level conversations. Start one.

In some cases, our results tell a more optimistic story than what we feared. In others, the results are as deeply concerning as we expected based on our projections.

New Conversation
Paragraph 19 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 19, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 19, Sentence 2 0
No sentence-level conversations. Start one.

QUESTION 1: HOW DID STUDENTS PERFORM IN FALL 2020 RELATIVE TO A TYPICAL SCHOOL YEAR?

New Conversation
Paragraph 20 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 20, Sentence 1 0
No sentence-level conversations. Start one.

When comparing students’ median percentile rank for fall 2020 to those for fall 2019, there is good news to share: Students in grades 3-8 performed similarly in reading to same-grade students in fall 2019. While the reason for the stability of these achievement results cannot be easily pinned down, possible explanations are that students read more on their own, and parents are better equipped to support learning in reading compared to other subjects that require more formal instruction.

New Conversation
Paragraph 21 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 21, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 21, Sentence 2 0
No sentence-level conversations. Start one.

The news in math, however, is more worrying. The figure below shows the median percentile rank in math by grade level in fall 2019 and fall 2020. As the figure indicates, the math achievement of students in 2020 was about 5 to 10 percentile points lower compared to same-grade students the prior year.

New Conversation
Paragraph 22 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 22, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 22, Sentence 2 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 22, Sentence 3 0
No sentence-level conversations. Start one.

Figure 1: MAP Growth Percentiles in Math by Grade Level in Fall 2019 and Fall 2020

New Conversation
Paragraph 23 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 23, Sentence 1 0
No sentence-level conversations. Start one.

Figure 1 MAP Growth Percentiles in Math by Grade Level in Fall 2019 and Fall 2020

New Conversation
Paragraph 24 (Image 3) 0
No whole image conversations. Start one.
New Conversation
Whole Image 0
profile_photo
Mar 11
Neve Scolere (Mar 11 2022 1:40PM) : percentile rank is much lowerin each grade in 2020 vs 2019

Source: Author calculations with MAP Growth data.
Notes: Each bar represents the median percentile rank in a given grade/term.

New Conversation
Paragraph 25 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 25, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 25, Sentence 3 0
No sentence-level conversations. Start one.

QUESTION 2: HAVE STUDENTS MADE LEARNING GAINS SINCE SCHOOLS PHYSICALLY CLOSED, AND HOW DO THESE GAINS COMPARE TO GAINS IN A MORE TYPICAL YEAR?

New Conversation
Paragraph 26 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 26, Sentence 1 0
No sentence-level conversations. Start one.

To answer this question, we examined learning gains/losses between winter 2020 (January through early March) and fall 2020 relative to those same gains in a pre-COVID-19 period (between winter 2019 and fall 2019). We did not examine spring-to-fall changes because so few students tested in spring 2020 (after the pandemic began). In almost all grades, the majority of students made some learning gains in both reading and math since the COVID-19 pandemic started, though gains were smaller in math in 2020 relative to the gains students in the same grades made in the winter 2019-fall 2019 period.

New Conversation
Paragraph 27 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 27, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 27, Sentence 2 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 27, Sentence 3 0
No sentence-level conversations. Start one.

Figure 2 shows the distribution of change in reading scores by grade for the winter 2020 to fall 2020 period (light blue) as compared to same-grade students in the pre-pandemic span of winter 2019 to fall 2019 (dark blue). The 2019 and 2020 distributions largely overlapped, suggesting similar amounts of within-student change from one grade to the next.

New Conversation
Paragraph 28 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 28, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 28, Sentence 2 0
No sentence-level conversations. Start one.

Figure 2: Distribution of Within-student Change from Winter 2019-Fall 2019 vs Winter 2020-Fall 2020 in Reading

New Conversation
Paragraph 29 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 29, Sentence 1 0
No sentence-level conversations. Start one.

Figure 2 Distribution of Within-student Change from Winter 2019-Fall 2019 vs Winter 2020-Fall 2020 in Reading

New Conversation
Paragraph 30 (Image 4) 0
No whole image conversations. Start one.
New Conversation
Whole Image 0
profile_photo
Mar 11
Neve Scolere (Mar 11 2022 1:41PM) : Reading scores declined [Edited]

Source: Author calculations with MAP Growth data.
Notes: The dashed line represents zero growth (e.g., winter and fall test scores were equivalent). A positive value indicates that a student scored higher in the fall than their prior winter score; a negative value indicates a student scored lower in the fall than their prior winter score.

New Conversation
Paragraph 31 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 31, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 31, Sentence 3 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 31, Sentence 4 0
No sentence-level conversations. Start one.

Meanwhile, Figure 3 shows the distribution of change for students in different grade levels for the winter 2020 to fall 2020 period in math. In contrast to reading, these results show a downward shift: A smaller proportion of students demonstrated positive math growth in the 2020 period than in the 2019 period for all grades. For example, 79% of students switching from 3rd to 4th grade made academic gains between winter 2019 and fall 2019, relative to 57% of students in the same grade range in 2020.

New Conversation
Paragraph 32 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 32, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 32, Sentence 2 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 32, Sentence 3 0
No sentence-level conversations. Start one.

Figure 3: Distribution of Within-student Change from Winter 2019-Fall 2019 vs. Winter 2020-Fall 2020 in Math

New Conversation
Paragraph 33 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 33, Sentence 1 0
No sentence-level conversations. Start one.

Figure 3 Distribution of Within-student Change from Winter 2019-Fall 2019 vs. Winter 2020-Fall 2020 in Math

New Conversation
Paragraph 34 (Image 5) 0
No whole image conversations. Start one.
New Conversation
Whole Image 0
No whole image conversations. Start one.

Source: Author calculations with MAP Growth data.
Notes: The dashed line represents zero growth (e.g., winter and fall test scores were equivalent). A positive value indicates that a student scored higher in the fall than their prior winter score; a negative value indicates a student scored lower in the fall than their prior winter score.

New Conversation
Paragraph 35 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 35, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 35, Sentence 3 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 35, Sentence 4 0
No sentence-level conversations. Start one.

It was widely speculated that the COVID-19 pandemic would lead to very unequal opportunities for learning depending on whether students had access to technology and parental support during the school closures, which would result in greater heterogeneity in terms of learning gains/losses in 2020. Notably, however, we do not see evidence that within-student change is more spread out this year relative to the pre-pandemic 2019 distribution.

New Conversation
Paragraph 36 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 36, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 36, Sentence 2 0
No sentence-level conversations. Start one.

THE LONG-TERM EFFECTS OF COVID-19 ARE STILL UNKNOWN

New Conversation
Paragraph 37 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 37, Sentence 1 0
No sentence-level conversations. Start one.

In some ways, our findings show an optimistic picture: In reading, on average, the achievement percentiles of students in fall 2020 were similar to those of same-grade students in fall 2019, and in almost all grades, most students made some learning gains since the COVID-19 pandemic started. In math, however, the results tell a less rosy story: Student achievement was lower than the pre-COVID-19 performance by same-grade students in fall 2019, and students showed lower growth in math across grades 3 to 8 relative to peers in the previous, more typical year. Schools will need clear local data to understand if these national trends are reflective of their students. Additional resources and supports should be deployed in math specifically to get students back on track.

New Conversation
Paragraph 38 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 38, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 38, Sentence 2 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 38, Sentence 3 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 38, Sentence 4 0
No sentence-level conversations. Start one.

Megan-Kuhfeld

New Conversation
Paragraph 39 (Image 6) 0
No whole image conversations. Start one.
New Conversation
Whole Image 0
No whole image conversations. Start one.

Megan Kuhfeld

New Conversation
Paragraph 40 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 40, Sentence 1 0
No sentence-level conversations. Start one.

Senior Research Scientist - NWEA

New Conversation
Paragraph 41 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 41, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 42 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 42, Sentence 2 0
No sentence-level conversations. Start one.

Jim Soland
New Conversation
Paragraph 43 (Image 7) 0
No whole image conversations. Start one.
New Conversation
Whole Image 0
No whole image conversations. Start one.

Jim Soland

New Conversation
Paragraph 44 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 44, Sentence 1 0
No sentence-level conversations. Start one.

Assistant Professor, School of Education and Human Development - University of Virginia

New Conversation
Paragraph 45 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 45, Sentence 1 0
No sentence-level conversations. Start one.

Affiliated Research Fellow - NWEA

New Conversation
Paragraph 46 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 46, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 47 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 47, Sentence 2 0
No sentence-level conversations. Start one.

B
New Conversation
Paragraph 48 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 48, Sentence 1 0
No sentence-level conversations. Start one.

Beth Tarasawa

New Conversation
Paragraph 49 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 49, Sentence 1 0
No sentence-level conversations. Start one.

Executive Vice President of Research - NWEA

New Conversation
Paragraph 50 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 50, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 51 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 51, Sentence 2 0
No sentence-level conversations. Start one.

A
New Conversation
Paragraph 52 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 52, Sentence 1 0
No sentence-level conversations. Start one.

Angela Johnson

New Conversation
Paragraph 53 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 53, Sentence 1 0
No sentence-level conversations. Start one.

Research Scientist - NWEA

New Conversation
Paragraph 54 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 54, Sentence 1 0
No sentence-level conversations. Start one.

E
New Conversation
Paragraph 55 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 55, Sentence 1 0
No sentence-level conversations. Start one.

Erik Ruzek

New Conversation
Paragraph 56 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 56, Sentence 1 0
No sentence-level conversations. Start one.

Research Assistant Professor, Curry School of Education - University of Virginia

New Conversation
Paragraph 57 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 57, Sentence 1 0
No sentence-level conversations. Start one.

Karyn Lewis
New Conversation
Paragraph 58 (Image 8) 0
No whole image conversations. Start one.
New Conversation
Whole Image 0
No whole image conversations. Start one.

Karyn Lewis

New Conversation
Paragraph 59 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 59, Sentence 1 0
No sentence-level conversations. Start one.

Senior Research Scientist - NWEA

New Conversation
Paragraph 60 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 60, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 61 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 61, Sentence 2 0
No sentence-level conversations. Start one.

In this study, we limited our analyses to a consistent set of schools between fall 2019 and fall 2020. However, approximately one in four students who tested within these schools in fall 2019 are no longer in our sample in fall 2020. This is a sizeable increase from the 15% attrition from fall 2018 to fall 2019. One possible explanation is that some students lacked reliable technology. A second is that they disengaged from school due to economic, health, or other factors. More coordinated efforts are required to establish communication with students who are not attending school or disengaging from instruction to get them back on track, especially our most vulnerable students.

New Conversation
Paragraph 62 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 62, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 62, Sentence 2 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 62, Sentence 3 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 62, Sentence 4 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 62, Sentence 5 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 62, Sentence 6 0
No sentence-level conversations. Start one.

Finally, we are only scratching the surface in quantifying the short-term and long-term academic and non-academic impacts of COVID-19. While more students are back in schools now and educators have more experience with remote instruction than when the pandemic forced schools to close in spring 2020, the collective shock we are experiencing is ongoing. We will continue to examine students’ academic progress throughout the 2020-21 school year to understand how recovery and growth unfold amid an ongoing pandemic.

New Conversation
Paragraph 63 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 63, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 63, Sentence 2 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 63, Sentence 3 0
No sentence-level conversations. Start one.

Thankfully, we know much more about the impact the pandemic has had on student learning than we did even a few months ago. However, that knowledge makes clear that there is work to be done to help many students get back on track in math, and that the long-term ramifications of COVID-19 for student learning—especially among underserved communities—remain unknown.

New Conversation
Paragraph 64 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 64, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 64, Sentence 2 0
No sentence-level conversations. Start one.

DMU Timestamp: March 05, 2022 05:09

General Document Comments 0
Start a new Document-level conversation

Image
0 comments, 0 areas
add area
add comment
change display
Video
add comment

Quickstart: Commenting and Sharing

How to Comment
  • Click icons on the left to see existing comments.
  • Desktop/Laptop: double-click any text, highlight a section of an image, or add a comment while a video is playing to start a new conversation.
    Tablet/Phone: single click then click on the "Start One" link (look right or below).
  • Click "Reply" on a comment to join the conversation.
How to Share Documents
  1. "Upload" a new document.
  2. "Invite" others to it.

Logging in, please wait... Blue_on_grey_spinner