The Impact and Implementation of Academic Interventions During COVID-19: Evidence from the Road to Recovery Project
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| Izdano u: | AERA Open vol. 10 (Jan 2024) |
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| Glavni autor: | |
| Daljnji autori: | , , , , , , , , , , , |
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Sage Publications Ltd.
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| Teme: | |
| Online pristup: | Citation/Abstract Full text outside of ProQuest |
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|---|---|---|---|
| 001 | 3149769465 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2332-8584 | ||
| 024 | 7 | |a 10.1177/23328584241281286 |2 doi | |
| 035 | |a 3149769465 | ||
| 045 | 2 | |b d20240101 |b d20240131 | |
| 100 | 1 | |a Carbonari, Maria V |u University of Pennsylvania | |
| 245 | 1 | |a The Impact and Implementation of Academic Interventions During COVID-19: Evidence from the Road to Recovery Project | |
| 260 | |b Sage Publications Ltd. |c Jan 2024 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Pandemic-era disruptions to schooling resulted in academic setbacks for many students. To help students catch up, school districts nationwide are implementing a range of academic recovery interventions. In this paper, we use multiple data sources to evaluate the impact and implementation of academic recovery interventions in four school districts during the 2021-2022 school year. Our estimates suggest the interventions failed to reach the expected number of students and had little detectable impact on students’ test scores. Interviews with district officials highlight a host of challenges districts faced during the 2021-2022 school year. Considering the overall scale of pandemic learning loss, our results raise urgent questions about the adequacy of academic recovery efforts relative to students’ needs. The results also have implications for how districts might respond to disrupted learning in the future (e.g. in the wake of natural disasters). | |
| 653 | |a At risk students | ||
| 653 | |a Achievement tests | ||
| 653 | |a Academic achievement | ||
| 653 | |a COVID-19 | ||
| 653 | |a School districts | ||
| 700 | 1 | |a Davison, Miles |u NWEA | |
| 700 | 1 | |a DeArmond, Michael |u American Institutes for Research, CALDER | |
| 700 | 1 | |a Dewey, Daniel |u Harvard University | |
| 700 | 1 | |a Dizon-Ross, Elise |u American Institutes for Research, CALDER | |
| 700 | 1 | |a Goldhaber, Dan |u American Institutes for Research, CALDER | |
| 700 | 1 | |a Hashim, Ayesha K |u NWEA | |
| 700 | 1 | |a Kane, Thomas J |u Harvard University | |
| 700 | 1 | |a McEachin, Andrew |u Educational Testing Service | |
| 700 | 1 | |a Morton, Emily |u American Institutes for Research, CALDER | |
| 700 | 1 | |a Muroga Atsuko |u Harvard University | |
| 700 | 1 | |a Patterson, Tyler |u University of Chicago | |
| 700 | 1 | |a Staiger, Douglas O |u Dartmouth College | |
| 773 | 0 | |t AERA Open |g vol. 10 (Jan 2024) | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3149769465/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u https://journals.sagepub.com/doi/10.1177/23328584241281286 |