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Insights from the Latest Education Recovery Scorecard

The Education Recovery Scorecard has recently published its third annual report, evaluating the academic recovery of students across the United States in the wake of the COVID-19 pandemic. This collaborative effort between several prominent educational research institutions, including Harvard University and Stanford University, provides an in-depth analysis of academic performance among nearly 8,719 school districts. Data from these districts spans from 2019 through 2024 and encompasses the performance metrics in reading and math for students in grades 3 to 8.

Key Findings

Despite the significant effort documented in the scorecard, startling statistics reveal that no state has surpassed its pre-pandemic metrics in both math and reading assessments according to the National Assessment of Educational Progress (NAEP). The report indicates that, as of Spring 2024, the average student in the U.S. remains almost half a grade level behind benchmark achievements prior to the pandemic, with reading skills showing a more pronounced decline than math.

While states struggle to regain lost ground at a systemic level, some districts have managed to outperform their previous scores, demonstrating resilience and effective recovery strategies. Notably, 17% of students reside in districts that have improved in math, and 11% in reading. However, only a mere 6% find themselves in areas where both subjects show recovery compared to 2019 levels.

The Widening Achievement Gap

One of the major revelations from the report is the widening achievement gap between high- and low-income districts. Districts in the uppermost income decile were approximately four times more likely to have recovered to pre-pandemic achievement levels in both subjects, compared to those in the lowest income decile. The statistics are stark: 14.1% of high-income districts versus only 3.9% of their low-income counterparts have shown recovery.

The disparity in achievement is echoed not only across economic lines but also racial and ethnic lines. Since the onset of the pandemic, the gap between affluent districts and those serving low-income populations has grown by 11%, while disparities between minority and non-minority districts have expanded by 15%.

Absenteeism and Its Impact

Another notable factor affecting recovery is the rise in chronic absenteeism, especially pronounced in low-income districts. The increase in absenteeism has significantly stifled recovery efforts, and while its precise effects vary, there is a clear correlation between high rates of absenteeism and slower academic recovery. Particularly, data shows that districts with higher absentee rates post-pandemic exhibit more pronounced educational setbacks.

Despite these challenges, federal relief funding has played a critical role in mitigating further losses, particularly in districts with high poverty levels. The report indicates that federal funding effectively reduced losses by approximately 10% of a grade level in both mathematics and reading when allocated correctly, particularly toward academic interventions like tutoring and summer schools.

A Call for Action

With the end of federal relief efforts, education leaders are urged to transition from short-term recovery strategies to long-term reforms addressing ongoing challenges. Educational experts emphasize the necessity of collaborative community efforts to reduce absenteeism, and the importance of informing parents about their children’s academic standing. This communication is vital in fostering support for interventions designed to enhance learning.

Looking ahead, states and school districts are called to invest in proven effective interventions to catch up on learning losses, with a prioritization of targeted efforts based on the needs of their student populations. The report advocates for shared learning and reform across states to ensure equitable recovery efforts.

Conclusion

Education Recovery Scorecard showcases both progress and challenges in U.S. education systems in a time marked by unprecedented disruption. The insight into district-level performances reveals a pressing need for continued advocacy and action to bridge the educational divides exposed by the pandemic. Long-term structural reforms are essential to foster true recovery, ensuring that every student, regardless of their socioeconomic background, has access to the resources they need to excel in their academic pursuits.

For further information and to view the comprehensive data, visit the Education Recovery Scorecard at CEPR Harvard.