The Impact and Implementation of Academic Interventions During COVID-19: Evidence from the Road to Recovery Project

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Dades bibliogràfiques
Publicat a:	AERA Open vol. 10 (Jan 2024)
Autor principal:	Carbonari, Maria V
Altres autors:	Davison, Miles, DeArmond, Michael, Dewey, Daniel, Dizon-Ross, Elise, Goldhaber, Dan, Hashim, Ayesha K, Kane, Thomas J, McEachin, Andrew, Morton, Emily, Muroga Atsuko, Patterson, Tyler, Staiger, Douglas O
Publicat:	Sage Publications Ltd.
Matèries:	At risk students Achievement tests Academic achievement COVID-19 School districts
Accés en línia:	Citation/Abstract Full text outside of ProQuest
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Descripció
Resum:	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).
ISSN:	2332-8584
DOI:	10.1177/23328584241281286
Font:	Education Database