Portland, Ore. — April 14, 2022 — As we approach the end of the third straight year of learning disrupted by the COVID-19 pandemic, U.S. classrooms continue to address the immediate needs of students while prioritizing academic progress for all. For many students—particularly those that are historically underserved—the summer break from learning perpetuates inequitable achievement gaps.
This insight was among those released today by NWEA in an overview of current research studies that examined K-8 student progress during a typical school year (non pandemic) and over the summer. The research reveals important information about the degree to which being in school reduces achievement gaps and points to the importance of high-quality summer programming in supporting student success.
“Our research analysis revealed reasons for both optimism and concern. While the findings disrupt some long-held deficit-based thinking about some of these student groups, they also demonstrate the disproportionate impact that learning interruptions have on their achievement in the long-term, making high quality summer learning opportunities and other interventions critical,” said Lindsay Dworkin, VP of Policy and Advocacy at NWEA. “Taken collectively, these studies can help education leaders and policymakers identify interventions needed for these student groups to help address the inequitable learning patterns in U.S. public schools.”…Read More