The COVID-19 global pandemic caused the education world to shift to distance learning. Before then, technology usage in the classroom showed minimal implementation and surfaced level approaches. The shift to distance learning caused students to rely on parents and their home environment to continue learning. For many students, this expands…

The current study investigates the effects of the school lockdowns during school years 2019-2020 and 2020-2021 on the achievement scores of primary school students during the COVID-19 pandemic. We analyzed scores for spelling, reading fluency (i.e., decoding speed), reading comprehension, and mathematics from standardized student tracking systems…

Pandemic-era disruptions to schooling resulted in academic setbacks for many students. To help students catch up, school districts nationwide are implementing a range of academic recovery interventions. In this paper, we use multiple data sources to evaluate the impact and implementation of academic recovery interventions in four school districts…

Background: Malawi's primary education system made progress in increasing access to school over the last decade, but is challenged to provide quality learning in the face of expanding enrollment (World Bank 2021). By Standard 4, 19 percent of students still score zero on Standard 1 math items and only 22 percent are able to comprehend a short…

The National Center for Education Statistics (NCES) conducted a special administration of the National Assessment of Educational Progress (NAEP) long-term trend (LTT) reading and mathematics assessments for age 9 students in 2022 to examine the impact of the COVID-19 pandemic on student learning. This brief document highlights the score declines…

Remote learning programs were rapidly implemented throughout the COVID-19 pandemic during school closures. We drew on an ongoing longitudinal study of a cohort of children in the Greater Accra Region of Ghana to survey children (N = 1,844), their caregivers, and teachers to examine learning experiences during the ten months of school closures in…

White Rose Maths (WRM) commissioned the National Foundation for Educational Research (NFER) to conduct research to explore evidence that suggested a wider COVID-19 attainment gap in schools in Yorkshire and the Humber region in Autumn 2020, to understand the challenges that schools face, and how recovery in the region can best be supported. This…

The 2019-2020 school year began with business as usual. Most students attended traditional brick and mortar schools, congregated with friends during class changes and attended sporting events to cheer on their school's teams. Due to the COVID-19 pandemic, the "fourth quarter" quickly shifted to remote learning at varying degrees of…

Since public schools began in the United States, there has been an academic gap between different groups of people. In normal face-to-face situations, the academic gap is not closing. In March 2020, schools closed worldwide due to the COVID-19 pandemic. This led to emergency remote teaching. Because of the uncertainty of the pandemic, educators,…

Recognizing the limitations of the existing frameworks and models applied to estimate the learning loss caused by COVID-19 across the world by different studies, and the urgent need for estimating such loss at the different education levels, this paper, employs the Education Value Chain Analysis ( EVCA) approach as a new paradigm, attempts to…

Background: Over the years, the quantity and quality of educational research has been rapidly improving. This can be attributed to the growing call to use evidence of effectiveness in decision-making by policymakers and practitioners. In fact, evidence sufficient to establish programs as "small", "moderate", or…

The purpose of this study is to evaluate the implementation and impacts of the Building Assets, Reducing Risks (BARR) model in its first year of implementation in 66 schools across the U.S. and to document scale-up progress during the Investing in Innovation (i3) grant period (2017-2021). The impact evaluation included 21,529 9th grade students…

This report examines the academic impact of the COVID-19 pandemic on Black, Indigenous, and people of color (BIPOC) students, with the goal of documenting achievement trends to provide leaders and policymakers with evidence to guide action to address educational inequities for BIPOC students. Using math and reading test data from 2.1 million BIPOC…

The COVID-19 pandemic has redoubled attention to the challenges families face in making sure their children are fully prepared and supported in their journey through school. This first of three Quality Counts 2021 installments provides grades and scores for the nation and each state on a range of factors setting students up for success in school…