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The Impact and Implementation of Academic Interventions during COVID-19: Evidence from the Road to Recovery Project

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Title: The Impact and Implementation of Academic Interventions during COVID-19: Evidence from the Road to Recovery Project
Language: English
Authors: Maria V. Carbonari, Miles Davison, Michael DeArmond, Daniel Dewey, Elise Dizon-Ross, Dan Goldhaber, Ayesha K. Hashim, Thomas J. Kane, Andrew McEachin (ORCID 0000-0002-5113-6616), Emily Morton (ORCID 0000-0003-3662-8556), Atsuko Muroga, Tyler Patterson, Douglas O. Staiger
Source: AERA Open. 2024 10(1).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Intervention, COVID-19, Pandemics, Program Effectiveness, Barriers, Achievement Gains, Educational Practices, Opportunities, Urban Schools, At Risk Students, School Schedules, Educational Policy, Reading Achievement, Mathematics Achievement, Elementary School Students, Middle School Students
Assessment and Survey Identifiers: Measures of Academic Progress
ISSN: 2332-8584
Abstract: Pandemic-era disruptions to schooling resulted in academic setbacks for many students. To help students catch up, school districts nationwide are implementing a range of academic recovery interventions. In this paper, we use multiple data sources to evaluate the impact and implementation of academic recovery interventions in four school districts during the 2021-2022 school year. Our estimates suggest the interventions failed to reach the expected number of students and had little detectable impact on students' test scores. Interviews with district officials highlight a host of challenges districts faced during the 2021-2022 school year. Considering the overall scale of pandemic learning loss, our results raise urgent questions about the adequacy of academic recovery efforts relative to students' needs. The results also have implications for how districts might respond to disrupted learning in the future (e.g. in the wake of natural disasters).
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1455320
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Maria+V%2E+Carbonari%22">Maria V. Carbonari</searchLink><br /><searchLink fieldCode="AR" term="%22Miles+Davison%22">Miles Davison</searchLink><br /><searchLink fieldCode="AR" term="%22Michael+DeArmond%22">Michael DeArmond</searchLink><br /><searchLink fieldCode="AR" term="%22Daniel+Dewey%22">Daniel Dewey</searchLink><br /><searchLink fieldCode="AR" term="%22Elise+Dizon-Ross%22">Elise Dizon-Ross</searchLink><br /><searchLink fieldCode="AR" term="%22Dan+Goldhaber%22">Dan Goldhaber</searchLink><br /><searchLink fieldCode="AR" term="%22Ayesha+K%2E+Hashim%22">Ayesha K. Hashim</searchLink><br /><searchLink fieldCode="AR" term="%22Thomas+J%2E+Kane%22">Thomas J. Kane</searchLink><br /><searchLink fieldCode="AR" term="%22Andrew+McEachin%22">Andrew McEachin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5113-6616">0000-0002-5113-6616</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emily+Morton%22">Emily Morton</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3662-8556">0000-0003-3662-8556</externalLink>)<br /><searchLink fieldCode="AR" term="%22Atsuko+Muroga%22">Atsuko Muroga</searchLink><br /><searchLink fieldCode="AR" term="%22Tyler+Patterson%22">Tyler Patterson</searchLink><br /><searchLink fieldCode="AR" term="%22Douglas+O%2E+Staiger%22">Douglas O. Staiger</searchLink>
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  Data: Pandemic-era disruptions to schooling resulted in academic setbacks for many students. To help students catch up, school districts nationwide are implementing a range of academic recovery interventions. In this paper, we use multiple data sources to evaluate the impact and implementation of academic recovery interventions in four school districts during the 2021-2022 school year. Our estimates suggest the interventions failed to reach the expected number of students and had little detectable impact on students' test scores. Interviews with district officials highlight a host of challenges districts faced during the 2021-2022 school year. Considering the overall scale of pandemic learning loss, our results raise urgent questions about the adequacy of academic recovery efforts relative to students' needs. The results also have implications for how districts might respond to disrupted learning in the future (e.g. in the wake of natural disasters).
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  Data: 2025
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  Data: EJ1455320
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      – Text: English
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      – SubjectFull: Intervention
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      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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