The ARP-ESSER plans require districts to address learning loss due to COVID-19 disruptions. During 2020 and 2021, many school districts moved to full and partial remote learning for students and parents exercised some level of choice over their child’s learning modality. While for some students, this was a welcome change, for most, remote learning led to isolation and a major disruption to learning. Research has demonstrated that students who learned in remote formats lost more ground than those who learned in person. Students of color, students with disabilities, English learners, students experiencing homelessness, disengaged youth, youth in foster care, and students from low-income families were more likely to learn remotely, raising major concerns about equity. How remote learning was conceived and implemented varied based on the district, as are the efforts to recover from learning loss in the ARP-ESSER plans. This study will build on CCERC’s earlier Remote Learning Audit by tracking associations between student learning model during the pandemic and student outcomes over time and identifying practices and approaches that have been successful at supporting academic recovery, particularly for the groups mentioned above.
Researchers
- TBD
Report
- September 30, 2024