The Education Recovery Scorecard provides the first opportunity to compare learning loss and ensuing recovery at the district level across the country, providing opportunities to further understand how time remote, federal dollars expenditure, and other factors impacted students during and after the COVID-19 pandemic, as well as how some districts have made substantial progress toward academic recovery.
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“We should thank teachers and principals and superintendents for what they’ve done for American schoolchildren in the last year; their efforts have led to strikingly large improvements in children’s learning. But we shouldn’t lose sight of the fact that the recovery has been uneven and we have a long way to go. Academic performance remains lower and more unequal than in 2019 in all but the wealthiest communities in America,” said Sean Reardon, Professor of Poverty and Inequality, Stanford Graduate School of Education, and one of the study’s co-authors.
Sean ReardonProfessor of Poverty and Inequality in Education
“No one wants poor children to foot the bill for the pandemic, but that is the path that most states are on,” said Dr. Thomas Kane, Faculty Director of the Center for Education Policy Research at Harvard University and one of the study’s co-authors. "States need to take leadership and ensure that every last dollar of the remaining federal relief is spent on academic recovery efforts, like summer school, high-quality tutoring, and after-school instruction next year.”
Thomas KaneWalter H. Gale Professor of Education and Economics
For more information or an answer to a specific question regarding the data, please submit your questions through the form to Rachel Tropp at the Center for Education Policy Research.