Despite billions of dollars in federal aid aimed at helping students catch up on pandemic-related learning loss, a new national study has found that progress in reading and math has stalled for elementary and middle-school students. The study, conducted by research organization NWEA, analyzed the results of student assessment tests taken by approximately 3.5 million public school students in third through eighth grade.
The study revealed that students in most grades showed slower than average growth in math and reading compared to students before the pandemic. This means that the learning gaps created during the pandemic are not closing and may even be widening. Lead researcher Karyn Lewis stated, “We are actually seeing evidence of backsliding.”
On average, students need an additional 4.5 months of instruction in math and four extra months in reading to catch up to the typical prepandemic student. This is in addition to regular classroom time. Older students, who generally learn at a slower rate and face more challenging material, are the furthest behind.
Last year’s national exams showed that students in most states and across almost all demographic groups experienced setbacks, particularly in math, due to the pandemic. Additionally, national math and reading test results for 13-year-olds reached the lowest level in decades.
The challenge now is how to address the four-month gap. Traditional academic interventions such as tutoring, summer school, and smaller class sizes are not powerful enough on their own. The last round of federal Covid relief funding, amounting to a record $122 billion, must be spent or committed by September 2024.
Recovery plans have varied widely across school districts, with little national accounting of how the money has been spent. Many districts have had to juggle competing priorities, including raising teacher pay, addressing students’ mental health, and repairing neglected buildings. The Biden administration required districts to allocate at least 20 percent of their aid to academic recovery, but some experts argue that this amount is too low.
Research suggests that high-dosage tutoring, which involves pairing a trained tutor with a small group of students multiple times a week for a full year, can produce gains equivalent to about four months of learning. However, this approach is expensive and difficult to scale. A federal survey found that only 37 percent of public schools reported offering such tutoring.
Summer school, another popular option, may yield a little over a month’s worth of progress. This means that students would need to attend multiple sessions of summer school or combine it with other interventions to catch up.
Black and Hispanic students, who were more likely to have attended schools that stayed remote for longer, have more ground to make up. However, their rate of learning, like that of white and Asian students, has not accelerated.
Denise Forte, CEO of the Education Trust, an advocacy group focused on students of color and low-income backgrounds, highlighted a lack of intentionality in the allocation of federal aid money. Despite the funds being intended for the students most affected by the pandemic, there has been a lack of accountability by states to ensure the money is being spent accordingly.
With a year left of federal aid, some districts may struggle to pivot. Phyllis W. Jordan, associate director at FutureEd, a nonpartisan research group at Georgetown University, found that hundreds of school districts in California have already spent all or most of their federal aid money.
Harvard economist Tom Kane suggested less popular options, such as extending the school calendar or offering an optional fifth year of high school, may be necessary to address the learning gaps. Without making necessary changes, students may be left to bear the consequences.
What are some innovative approaches schools can take to address learning loss in students, considering the disruptions caused by the pandemic?
Funds to address learning loss, but there is no uniform approach to how this should be done.
As the new school year begins, educators and policymakers are grappling with the best strategies to help students catch up. Some schools are implementing intensive tutoring programs, extending instructional time, and utilizing data-driven interventions to target areas of weakness. Others are considering new curriculum materials and technology tools to engage students and support their learning.
However, experts warn that simply returning to pre-pandemic approaches may not be sufficient. The disruptions caused by the pandemic require innovative and flexible solutions. Many students have experienced trauma and loss, and their mental health needs must be addressed alongside academic support. Schools are also recognizing the importance of social-emotional learning and creating a supportive and inclusive environment for students.
Addressing learning loss will require collaboration and coordination among educators, families, and communities. Parents play a crucial role in supporting their child’s learning at home and should be provided with resources and guidance. Community organizations and nonprofits can offer additional support through after-school programs and enrichment activities.
Ultimately, the goal is to provide students with the necessary resources, support, and opportunities to catch up and thrive academically. The road to recovery will be challenging, but with targeted efforts and a focus on equity, it is possible to mitigate the impacts of the pandemic and ensure that all students have a fair chance to succeed.
Despite the billions of dollars in federal aid invested to bridge learning gaps, it is disheartening to see that students are still struggling to catch up. We need to critically analyze the effectiveness of these interventions and identify alternative approaches that address the root causes of these persistent gaps. Our students deserve better.
This article sheds light on the concerning issue of persistent learning gaps among students, despite the substantial amount of federal aid granted. It highlights the need for a thorough examination of how these funds are utilized and calls for more effective strategies to truly address this ongoing problem.