New Research As Featured in the New York Times

The Education Recovery Scorecard provides the first opportunity to compare learning loss 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.

A collaboration of:


Project Leaders

Change In Average Math Scores

This map only represents the states that have publicly reported their 2022 assessment data.

Change In Average Reading Scores

This map only represents the states that have publicly reported their 2022 assessment data.

Data Provided by:


Project leader Thomas Kane speaks with Dr. Tequilla Brownie about the key findings in the Education Recovery Scorecard.

In the News

  • Posted on
  • TIME

Many American parents would be shocked to know where their kids were actually achieving. Nationally, 90% of parents think their children are reading and doing math at or above grade level. In fact, 26% of eighth graders are proficient or above in math and 31% are proficient or above in English.

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  • The Washington Post

As a new school year begins, parents are trying to figure out where their children stand after the dramatic learning losses of the coronavirus pandemic. School boards and lawmakers are deciding how to spend their remaining federal recovery funds — which must be designated by next fall — and where to concentrate their efforts.

  • Posted on
  • NPR

New research paints the clearest picture yet of just how much learning students missed during the pandemic, and what it may take to help children in the hardest hit districts to make up ground.

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  • The New York Times

As part of a team of researchers from Harvard, Stanford, Dartmouth, Johns Hopkins and the testing company NWEA — the Education Recovery Scorecard project — we have been sifting through data from 7,800 communities in 41 states, to understand where test scores declined the most, what caused these patterns and whether they are likely to endure.

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  • ASU + GSV Summit

Without a successful recovery effort, student learning loss will be the longest lasting (and most inequitable) legacy of the COVID-19 pandemic.

  • Posted on
  • The74

From unfinished learning to missing students and lost earnings, these charts help explain the pandemic’s long-term impact

Contact Us

For more information or an answer to a specific question regarding the data, please submit your questions through the form to Lindsay Blauvelt at the Center for Education Policy Research.