Nearly half of public school districts report students behind in core subjects as educators try to close COVID-19 learning gap
Although the public health emergency ended months ago, the COVID-19 pandemic’s impact on how, where, and the way in which students learn has persisted, resulting in significant education setbacks. According to data from the Institute of Education Sciences, nearly half of U.S. public K-12 school districts reported students behind at least one grade level in the 2022-2023 school year, with English language arts and math being the most challenging subjects.
Before the pandemic, only 36% of public schools reported students falling behind in one or more subjects. However, at the beginning of the 2021-2022 school year, that number rose to 50%, and it decreased marginally by only 1% the following year.
The data indicates that the pandemic has impacted certain subjects more than others. During the 2022-2023 school year, 99% of surveyed public school districts reported students with setbacks in English language arts and math, while only 17% reported setbacks in computer science, and 19% reported setbacks in foreign language.
A study by Ohio State University revealed that pandemic-related declines in student achievement translate to students missing up to a full year of learning in math, with higher-grade students experiencing greater declines. The study also found that in English language arts, students have lost up to half a year of learning, with struggling students being hit the hardest.
Education experts suggest that helping students develop a deeper understanding of the subjects is key to closing the learning gap. As a result, many districts across the country have implemented standards-based grading, which assesses students’ mastery of a subject and identifies areas for improvement, instead of relying solely on letter grades.
To mitigate pandemic learning losses, districts have implemented various strategies, including intensive tutoring programs, online learning platforms, extended school years, and assessments to identify individual students’ needs. Remedial instruction, professional development opportunities for teachers, family engagement, outreach activities, hiring additional instructors, and dedicating more class time to targeted subjects are common strategies employed by a significant number of districts.
Of the districts surveyed, 1% did not implement any strategies to support learning recovery, highlighting the widespread efforts being made to address the learning gap caused by the pandemic.
As educators continue their work to close the COVID-19 learning gap, it is evident that a multifaceted approach is required. By focusing on individual student needs, implementing effective strategies, and emphasizing a deeper understanding of subjects, schools aim to help students regain the lost ground and ensure a brighter future for all.
