📣 New research: Which academic recovery interventions are working to boost student achievement post-COVID?
The COVID-19 pandemic devastated student achievement, with declines rivaling those after Hurricane Katrina. These losses widened achievement gaps between historically marginalized students and their peers. Three years later, achievement remains behind pre-pandemic levels for many students.
The latest release from the Road to Recovery project, a collaboration between CEPR and the American Institutes for Research (AIR), examines 2022-23 academic recovery efforts, including tutoring programs, push-in and pull-out small group instruction programs, after-school programs, digital learning programs, an extended school year, double-dose classes, and an expert teacher intervention.
Key findings:
🕰 Most were delivered to fewer students and for less time than planned.
✏ One math tutoring programs and two reading tutoring programs had significant positive effects on student achievement—as did having an “expert” teacher.
📈 The most significant impacts resulted from tutoring and small group programs that served few students and were thus unlikely to play a major role in district-wide academic recovery.
While highlighting the promise of intensive academic interventions, the findings underscore the challenges school systems face in scaling such interventions to match their recovery needs, and the need for better evidence regarding successful implementation of large-scale interventions.
💡 Read the report: https://lnkd.in/eSZRHBim
Check out the summary in Accelerate's Quarterly Research Note: https://lnkd.in/eExCBJqA