Today, the Center for Education Policy and Research at Harvard University released new data which found that, despite progress, students made up only a third of pandemic learning loss in math and a quarter in reading. The release coincides with Accelerate’s 2024 State of High-Dosage Tutoring Convening, where CEPR Faculty Director Dr. Thomas Kane joined a panel on the latest developments in tutoring research. In response to the new data, Accelerate CEO Kevin Huffman released the following statement:
“This new data ought to serve as a wake-up call for Americans who care about equity. Four years on, the lowest income students are well behind even the unacceptable pre-pandemic status quo. While we are happy to see some overall progress, learning recovery is not nearly fast enough, despite the hard work of teachers and schools. Most importantly, we’re lagging most in our efforts to support the same students we have always underserved—so educational inequality is continuing to grow. We know what we have to do. Strategies like high-dosage tutoring and summer instruction are backed by research, but we have to move much more urgently and aggressively to scale them up for kids with the highest needs.
“We’re not too late to reverse the inequitable effects of the pandemic, but we’re dangerously close.”
Read the report, “The First Year of Pandemic Recovery: A District-Level Analysis,” here.
