The COVID-19 pandemic resulted in substantial unfinished learning for U.S. students, but to differing degrees for various subgroups. Students of color, from low-income families, or who attended high-poverty schools experienced greater unfinished learning. In this study, we examined the degree of unfinished learning for students who went into the…

The COVID-19 pandemic resulted in substantial unfinished learning for U.S. students, but to differing degrees for various subgroups. For example, students of color, from low-income families, or who attended high-poverty schools experienced greater unfinished learning. In this study we examined the degree of unfinished learning for students who…

The COVID-19 pandemic disrupted traditional learning in schools with the sudden shift to distance learning. Schools continue to see the effects of this shift but must better understand the academic effects on students. The purpose of this study was to determine the extent of COVID Learning Loss in the mathematics and reading scores of elementary…

This paper describes high quality teaching practices in two schools that produce exceptional growth for all kinds of students. These practices focus on making the most of instructional time and exposing students to high quality content in a variety of contexts. They prove teachers don't need to choose between differentiating to meet students'…