What it would Take for US Schools to Fully Recover from COVID-19
Overview:
The recovery of US schools from the COVID-19 pandemic is marked by ongoing challenges such as learning delays, diminished mental health, and absenteeism among students. This report emphasizes the need for strategic investments to address these interconnected issues effectively.
Key Challenges:
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Learning Delays: Approximately 17 million students across the US are experiencing more than half a year of learning delay due to the pandemic. Each of these students could potentially lose $54,000 to $69,000 in lifetime earnings if not addressed.
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Mental Health Diminishment: An estimated 16 million students require mental health support that they are not currently receiving.
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Absenteeism: Around 15 million students are chronically absent from school, impacting their ability to participate in learning recovery interventions.
Bright Spots:
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High-Quality Instructional Materials (HQIM) and Professional Development: Nebraska and Louisiana have seen significant improvements in math and reading scores after adopting high-quality curricula. These changes were facilitated through ESSER II funding for platforms like Zearn Math in Nebraska and investments in literacy screeners and science of reading curriculums in Louisiana.
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High-Quality Tutoring: Tennessee and Saint Paul Public Schools have implemented tutoring programs showing notable academic gains. Tennessee partnered with community organizations to launch tutoring programs, while Saint Paul Public Schools' WINN program pairs struggling students with top reading teachers, leading to substantial increases in state assessment scores.
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Extended Learning Opportunities: Pre-pandemic efforts, such as summer academies and intensive learning programs, have shown positive outcomes in student achievement.
Recommendations for Full Recovery:
To fully recover, schools and districts must focus on scaling interventions that have proven effective, such as HQIM, high-quality tutoring, and extended learning opportunities. It is likely that additional funding beyond the Elementary and Secondary School Emergency Relief (ESSER) will be necessary, possibly sourced from philanthropic organizations and other means. Implementing these strategies with fidelity at scale could recover 90% of pandemic-related learning delays, suggesting a significant impact on educational recovery. Building implementation capacity can address not only current challenges but also long-standing opportunity gaps in the US education system.
