| Title: |
The Pandemic Learning Project: Lessons from Learning Loss Interventions and What Leaders Should Do Next. #1 in the Series |
| Language: |
English |
| Authors: |
Marisa Mission; Paul Beach; Melissa Steel King; Andrew J. Rotherham; Bellwether; National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR) |
| Source: |
Bellwether. 2025. |
| Availability: |
Bellwether. 650 Massachusetts Avenue, NW Suite 600, Washington, D.C. 20001. Tel: 877-636-0909; Web site: https://bellwether.org/ |
| Peer Reviewed: |
N |
| Page Count: |
25 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
Carnegie Corporation of New York; Joyce Foundation; Walton Family Foundation |
| Intended Audience: |
Policymakers; Administrators |
| Document Type: |
Information Analyses |
| Education Level: |
Elementary Secondary Education |
| Descriptors: |
COVID-19; Pandemics; Elementary Secondary Education; Achievement Gains; Intervention; Local Government; State Government; Government Role; Administrator Role; At Risk Students; Disproportionate Representation; Achievement Gap; School Districts; Federal Aid; Resource Allocation; Emergency Programs; Grants; Evidence Based Practice |
| Geographic Terms: |
Illinois; Tennessee; Alabama |
| Laws, Policies and Program Identifiers: |
Elementary and Secondary School Emergency Relief Fund |
| Abstract: |
Five years after the COVID-19 pandemic began, the K-12 learning disruptions it created continue to echo across the nation. Research indicates that students lost approximately half a grade level in math and one-third a grade level in reading during the pandemic. Early research on the pandemic's effects has shown that the district and school a child attended during the pandemic significantly influenced both how much learning was lost and how much has been recovered. Given the important role that districts and schools play, well-implemented interventions can also accelerate learning recovery--especially for students who experienced the most learning loss. This report is the first in a series that aims to synthesize the best available evidence and translate it into actionable guidance and recommendations for state and district leaders. This report highlights promising examples from Illinois, Tennessee, and Alabama to demonstrate that effective recovery is possible when interventions are well-designed and properly implemented. It elevates six recommendations for local and state policymakers and administrators working to accelerate academic recovery. |
| Abstractor: |
ERIC |
| Entry Date: |
2026 |
| Accession Number: |
ED677976 |
| Database: |
ERIC |