Insights on the COVID-19 Pandemic’s Impact
on Students, Teachers, and Schools
What have we learned?
The COVID-19 pandemic has led to substantial reductions in student achievement growth, but these impacts vary considerably by subject, grade level, student demographic characteristics, and school district.
The disparate impacts of the pandemic on student achievement growth exacerbated pre-existing differences in achievement levels across demographic groups, which were already substantial prior to school closures in March 2020.
Summer learning programs have the potential to boost student achievement, but their impact has been limited by low participation rates, particularly among those students who are struggling the most.
When available, students have used voluntary virtual tutoring programs infrequently; however, the potential of their expanded use to significantly boost student achievement is unclear.
High-dosage, small group tutoring during the school day is the most promising strategy for recovery.
Our Research
- Effect of In-School Tutoring on Academic Recovery
- Effects of Economic Stress and Housing Insecurity on Student Engagement and Achievement Growth During Remote Learning
- Effects of the Pandemic and Remote Learning on Subsequent Student Behavior
- Efficacy of Online Instructional Materials to Accelerate Student Achievement Growth
- Long-Run Impacts of COVID-19 and Recovery Strategies on Dropout, Graduation, and College Attendance
Our Experts
Our Funders
This research was supported by a subaward through the American Institutes for Research. We are thankful for their support of this impactful work.
The research presented here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant R305A230400 to the Georgia State University Research Foundation, Inc. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
This research was supported by the Sartain Lanier Family Foundation. We are thankful for their support of this impactful work.
This research was funded by The Annie E. Casey Foundation, Inc., and we thank them for their support; however, the findings and conclusions presented here are those of the authors alone and do not necessarily reflect the opinions of the Foundation.