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The Pandemic Learning Project: Lessons from Learning Loss Interventions and What Leaders Should Do Next. #1 in the Series

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Title: The Pandemic Learning Project: Lessons from Learning Loss Interventions and What Leaders Should Do Next. #1 in the Series
Language: English
Authors: Marisa Mission, Paul Beach, Melissa Steel King, Andrew J. Rotherham, Bellwether, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)
Source: Bellwether. 2025.
Availability: Bellwether. 650 Massachusetts Avenue, NW Suite 600, Washington, D.C. 20001. Tel: 877-636-0909; Web site: https://bellwether.org/
Peer Reviewed: N
Page Count: 25
Publication Date: 2025
Sponsoring Agency: Carnegie Corporation of New York
Joyce Foundation
Walton Family Foundation
Intended Audience: Policymakers; Administrators
Document Type: Information Analyses
Education Level: Elementary Secondary Education
Descriptors: COVID-19, Pandemics, Elementary Secondary Education, Achievement Gains, Intervention, Local Government, State Government, Government Role, Administrator Role, At Risk Students, Disproportionate Representation, Achievement Gap, School Districts, Federal Aid, Resource Allocation, Emergency Programs, Grants, Evidence Based Practice
Geographic Terms: Illinois, Tennessee, Alabama
Laws, Policies and Program Identifiers: Elementary and Secondary School Emergency Relief Fund
Abstract: Five years after the COVID-19 pandemic began, the K-12 learning disruptions it created continue to echo across the nation. Research indicates that students lost approximately half a grade level in math and one-third a grade level in reading during the pandemic. Early research on the pandemic's effects has shown that the district and school a child attended during the pandemic significantly influenced both how much learning was lost and how much has been recovered. Given the important role that districts and schools play, well-implemented interventions can also accelerate learning recovery--especially for students who experienced the most learning loss. This report is the first in a series that aims to synthesize the best available evidence and translate it into actionable guidance and recommendations for state and district leaders. This report highlights promising examples from Illinois, Tennessee, and Alabama to demonstrate that effective recovery is possible when interventions are well-designed and properly implemented. It elevates six recommendations for local and state policymakers and administrators working to accelerate academic recovery.
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED677976
Database: ERIC
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  Data: The Pandemic Learning Project: Lessons from Learning Loss Interventions and What Leaders Should Do Next. #1 in the Series
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  Data: <searchLink fieldCode="AR" term="%22Marisa+Mission%22">Marisa Mission</searchLink><br /><searchLink fieldCode="AR" term="%22Paul+Beach%22">Paul Beach</searchLink><br /><searchLink fieldCode="AR" term="%22Melissa+Steel+King%22">Melissa Steel King</searchLink><br /><searchLink fieldCode="AR" term="%22Andrew+J%2E+Rotherham%22">Andrew J. Rotherham</searchLink><br /><searchLink fieldCode="AR" term="%22Bellwether%22">Bellwether</searchLink><br /><searchLink fieldCode="AR" term="%22National+Center+for+Analysis+of+Longitudinal+Data+in+Education+Research+%28CALDER%29+at+American+Institutes+for+Research+%28AIR%29%22">National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)</searchLink>
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  Data: Bellwether. 650 Massachusetts Avenue, NW Suite 600, Washington, D.C. 20001. Tel: 877-636-0909; Web site: https://bellwether.org/
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  Data: Carnegie Corporation of New York<br />Joyce Foundation<br />Walton Family Foundation
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  Data: Policymakers; Administrators
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  Data: <searchLink fieldCode="DE" term="%22Illinois%22">Illinois</searchLink><br /><searchLink fieldCode="DE" term="%22Tennessee%22">Tennessee</searchLink><br /><searchLink fieldCode="DE" term="%22Alabama%22">Alabama</searchLink>
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  Data: Five years after the COVID-19 pandemic began, the K-12 learning disruptions it created continue to echo across the nation. Research indicates that students lost approximately half a grade level in math and one-third a grade level in reading during the pandemic. Early research on the pandemic's effects has shown that the district and school a child attended during the pandemic significantly influenced both how much learning was lost and how much has been recovered. Given the important role that districts and schools play, well-implemented interventions can also accelerate learning recovery--especially for students who experienced the most learning loss. This report is the first in a series that aims to synthesize the best available evidence and translate it into actionable guidance and recommendations for state and district leaders. This report highlights promising examples from Illinois, Tennessee, and Alabama to demonstrate that effective recovery is possible when interventions are well-designed and properly implemented. It elevates six recommendations for local and state policymakers and administrators working to accelerate academic recovery.
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  Data: ED677976
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED677976
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    Languages:
      – Text: English
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        PageCount: 25
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Achievement Gains
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      – SubjectFull: Intervention
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      – SubjectFull: Local Government
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      – SubjectFull: At Risk Students
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      – SubjectFull: Disproportionate Representation
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      – SubjectFull: Achievement Gap
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      – SubjectFull: Federal Aid
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      – SubjectFull: Resource Allocation
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      – SubjectFull: Emergency Programs
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      – SubjectFull: Grants
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      – SubjectFull: Evidence Based Practice
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      – SubjectFull: Illinois
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      – SubjectFull: Tennessee
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      – SubjectFull: Alabama
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      – SubjectFull: Elementary and Secondary School Emergency Relief Fund
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      – TitleFull: The Pandemic Learning Project: Lessons from Learning Loss Interventions and What Leaders Should Do Next. #1 in the Series
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              Y: 2025
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