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Running Fast but Not Getting Far: Five Years of Studying the Pandemic's Impact on Education. The Evidence Project

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Title: Running Fast but Not Getting Far: Five Years of Studying the Pandemic's Impact on Education. The Evidence Project
Language: English
Authors: Lydia Rainey, Paul Hill, Robin Lake, Lisa Chu, Daniel Silver, Arizona State University (ASU), Center on Reinventing Public Education (CRPE)
Source: Center on Reinventing Public Education. 2025.
Availability: Center on Reinventing Public Education. Mary Lou Fulton Teachers College, Arizona State University. H.B. Farmer Education Building, 1050 S Forest Mall, Tempe, AZ 85281. e-mail: crpe@uw.edu; Web site: https://crpe.org/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Sponsoring Agency: Walton Family Foundation
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Students, Teachers, Educational Development, Educational Improvement, Educational Planning, COVID-19, Pandemics, Elementary Secondary Education, Crisis Management, Emergency Programs, Federal Aid, Politics of Education, Educational Administration, Leadership Responsibility, Leadership Role, Tutoring, Individualized Instruction, Long Range Planning, Educational Strategies, Achievement Gap, Educational Change, Strategic Planning
Abstract: In the aftermath of the COVID-19 pandemic, student achievement levels remains low and adult approval of public schools is at its lowest point in decades. For nearly all student groups, but especially those who have been historically underserved, recovery remains unfinished business and a generation of American students is at risk of never catching up. However, during the past five years, pandemic recovery has, arguably, been the focus of the entire U.S. educational system, backed by nearly $200 billion in federal funding. This brief draws on a wide array of research to examine three key areas: (1) Crises response; (2) Recovery; and (3) What now and what next? For a full recovery, the public education system--from the federal government to individual classrooms--needs an infusion of new ideas and approaches. Educational leaders need to start asking and answering hard questions about how to rescue the pandemic generation.
Abstractor: ERIC
Entry Date: 2025
Accession Number: ED671610
Database: ERIC
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  Data: Running Fast but Not Getting Far: Five Years of Studying the Pandemic's Impact on Education. The Evidence Project
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  Data: <searchLink fieldCode="AR" term="%22Lydia+Rainey%22">Lydia Rainey</searchLink><br /><searchLink fieldCode="AR" term="%22Paul+Hill%22">Paul Hill</searchLink><br /><searchLink fieldCode="AR" term="%22Robin+Lake%22">Robin Lake</searchLink><br /><searchLink fieldCode="AR" term="%22Lisa+Chu%22">Lisa Chu</searchLink><br /><searchLink fieldCode="AR" term="%22Daniel+Silver%22">Daniel Silver</searchLink><br /><searchLink fieldCode="AR" term="%22Arizona+State+University+%28ASU%29%2C+Center+on+Reinventing+Public+Education+%28CRPE%29%22">Arizona State University (ASU), Center on Reinventing Public Education (CRPE)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Center+on+Reinventing+Public+Education%22"><i>Center on Reinventing Public Education</i></searchLink>. 2025.
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  Data: Center on Reinventing Public Education. Mary Lou Fulton Teachers College, Arizona State University. H.B. Farmer Education Building, 1050 S Forest Mall, Tempe, AZ 85281. e-mail: crpe@uw.edu; Web site: https://crpe.org/
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  Data: Y
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  Data: 20
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  Data: 2025
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  Data: Walton Family Foundation
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  Data: Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Development%22">Educational Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Planning%22">Educational Planning</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Crisis+Management%22">Crisis Management</searchLink><br /><searchLink fieldCode="DE" term="%22Emergency+Programs%22">Emergency Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Aid%22">Federal Aid</searchLink><br /><searchLink fieldCode="DE" term="%22Politics+of+Education%22">Politics of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Administration%22">Educational Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Responsibility%22">Leadership Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Role%22">Leadership Role</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Long+Range+Planning%22">Long Range Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gap%22">Achievement Gap</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Strategic+Planning%22">Strategic Planning</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In the aftermath of the COVID-19 pandemic, student achievement levels remains low and adult approval of public schools is at its lowest point in decades. For nearly all student groups, but especially those who have been historically underserved, recovery remains unfinished business and a generation of American students is at risk of never catching up. However, during the past five years, pandemic recovery has, arguably, been the focus of the entire U.S. educational system, backed by nearly $200 billion in federal funding. This brief draws on a wide array of research to examine three key areas: (1) Crises response; (2) Recovery; and (3) What now and what next? For a full recovery, the public education system--from the federal government to individual classrooms--needs an infusion of new ideas and approaches. Educational leaders need to start asking and answering hard questions about how to rescue the pandemic generation.
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  Data: 2025
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  Data: ED671610
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED671610
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      – Text: English
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        PageCount: 20
    Subjects:
      – SubjectFull: Students
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Educational Development
        Type: general
      – SubjectFull: Educational Improvement
        Type: general
      – SubjectFull: Educational Planning
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Crisis Management
        Type: general
      – SubjectFull: Emergency Programs
        Type: general
      – SubjectFull: Federal Aid
        Type: general
      – SubjectFull: Politics of Education
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      – SubjectFull: Educational Administration
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      – SubjectFull: Leadership Responsibility
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      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: Individualized Instruction
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      – SubjectFull: Long Range Planning
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      – SubjectFull: Achievement Gap
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      – SubjectFull: Educational Change
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      – SubjectFull: Strategic Planning
        Type: general
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      – TitleFull: Running Fast but Not Getting Far: Five Years of Studying the Pandemic's Impact on Education. The Evidence Project
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