With the millions of dollars in emergency relief funds depleted and the immediate health threat of COVID-19 largely in our rear-view mirror, educators and policymakers are asking: What’s next in this post-pandemic era, especially for US students who are still struggling to rebound academically? First and foremost, the path forward requires a clear understanding of where students are in their recovery and where the greatest needs remain.
Megan Kuhfeld, Ph.D., and I recently assessed various sources of evidence on academic recovery, drawing from interim assessments, state summative tests and Stanford University’s Education Recovery Scorecard. The findings reveal mixed results, but one overarching trend is clear: While math shows slow but hopeful progress toward recovery, progress in English language arts has stagnated, with some students sliding further behind. This uneven recovery underscores the need for targeted interventions to address these distinct challenges.
Helping middle-schoolers is vital
One troubling trend stands out: NWEA’s latest research shows that middle-schoolers struggle the most in ELA. While our data don’t address why, we must recognize that this cohort of students was in elementary school when pandemic closures happened and may have missed critical, fundamental reading instruction that now follows them into the upper grades. By our estimation, middle-schoolers would need about 6.8 months in additional reading instruction to catch up — an alarming gap with real consequences for their readiness for high school and beyond.
We’re at a critical crossroads. Our data suggest we should be doubling down on recovery efforts. But the unfortunate fiscal reality is that with no new federal funding to address continued recovery needs, many districts are being forced to scale back interventions. We recognize that driving funds toward intensive supports may divert resources from other areas of need, like investing in new technology, family engagement efforts or school counselors. But, if we prematurely declare recovery and return to “normal,” we risk withdrawing essential supports from students who need those to thrive academically.
Here are some key recommendations to help policymakers and district leaders strike a delicate balance between maintaining urgent support for students and creating sustainable strategies that advance academic growth for all students:
- Prioritize targeted academic supports. Make high-dosage tutoring, summer programming, and other intensive interventions permanent fixtures in your academic offerings. These programs provide students with the additional instructional time necessary to close achievement gaps. These supports have shown positive outcomes when appropriately implemented and targeted toward students’ specific needs.
- Leverage state support. With federal relief funds gone, advocate for state-level resources that can sustain recovery initiatives. Engage with key policymakers and state advocates to ensure that student success remains a funding priority. Leverage your local data to highlight what’s needed, and showcase what is working to encourage further investment.
- Focus on students who were already teetering on the edge. Pay particular attention to students who are grappling with systemic racism, poverty and restricted access to opportunity and resources. Achievement disparities that predate the pandemic have been starkly exacerbated over the last four years, and marginalized students remain the furthest from recovery. Addressing these disparities is crucial to ensuring all students can achieve their full potential.
- Make middle school literacy a priority. Academic recovery has been the slowest (if at all) for this group of students, and they struggle the most with reading. My colleague Miah Daughtery, Ph.D., shared in a recent story for The 74 Million that “most foundational reading instruction takes place in elementary school; if a student is not a proficient reader by the end of fifth grade, catching up becomes nearly impossible.” She added, “Now, the larger-than-usual number of students struggling to read effectively is placing an immense strain on middle school.” More than ever, middle schools will need additional support to address this challenge.
A commitment to continuous improvement, grounded in evidence and local data, is more important than ever. National studies can provide valuable insights, but the work must go deeper – analyzing local data to adapt strategies and focus resources where they will have the most impact. By aligning limited resources with what works, we can enact meaningful change and ensure that all students have the opportunity to thrive in this post-pandemic era.
Opinions expressed by SmartBrief contributors are their own.
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