Despite one-year interruptions, most students in the United States progressed in the past year, according to a new study released Tuesday by the NWEA, a group of experts, that compared their progress before the pandemic and the previous year. I was more. Profit research organization that administers standardized tests.
The results were a ray of hope for economic recovery from COVID-19. However, continued effort and investment in education remained significant.
“These signs of recovery are particularly encouraging during another difficult year with increased turnover, staff crunch and many uncertainties. “We think this speaks to the tremendous effort our schools have put in to support students,” Karen Lewis, director of the NWEA Center for School and Student Progress and co-author of the report, said in a statement.
The study used data from more than 8 million students who took the MAP Growth Test in reading and maths over the three academic years affected by COVID. Those figures were then compared with data from three years before the pandemic.
The study found that if recovery continues at the same rate as in 2021-2022, full recovery will likely exceed the 2024 deadline for schools to spend their federal funds.
The researchers estimated that it would take the average elementary school student three years to reach the point where they would have been without the pandemic. For older students, the recovery may be longer. That time frame can vary widely across grades, subjects, and demographics, and the researchers concluded that most students will take more than two years in which they have access to additional federal funding.
Lindsey Dworkin, NWEA’s vice president of policy and communications, said some of the most successful interventions for students include increasing teaching hours, whether in the form of more class hours, tutoring or quality summer programs. But those initiatives can be costly and complicated, and districts may be reluctant to undertake them as the deadline for spending recovery funds draws near.
“Funding ends on such short notice that districts have so many questions about ‘What can I do that is big and has an impact and only needs to be done for two years?'” Dworkin said. Said in an interview. “I think if they knew that more federal money was coming in and would keep it going, it would make a huge difference in terms of creativity that we would see from states and districts.”
Dworkin said that while the study looked at national trends, understanding each school’s unique and specific local context was essential to finding the best way to help children. In addition to differences between student groups, districts that shared similar characteristics such as demographics and poverty levels continued to show large differences in student outcomes.
“If you are a district leader, there is no national story that gives you enough information about the context of your district, without the hard work of going through the data and understanding what it says and then adjusts interventions accordingly,” Dworkin said..
Ma covers issues of education and equality in the Associated Press Race and Ethnicity team. She follows on Twitter: https://www.twitter.com/anniema15
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