American Students Struggle to Recover Learning Losses from Pandemic

American students are still grappling with the learning losses incurred during the pandemic, according to a report by the Center on Reinventing Public Education (CRPE). Despite efforts by schools and educators, academic recovery remains slow, particularly in reading and math. In 2023, only 56% of fourth-graders performed at grade level in math, down from 69% in 2019. Challenges in Academic Recovery

The transition to remote learning, coupled with the trauma of the pandemic, significantly disrupted students’ learning. 

While a brief rebound was observed in the 2021-22 school year, progress has since slowed. 

Many students missed foundational skills in maths and reading during the pandemic, creating a “compounding debt” in their learning. 

Chronic absenteeism remains a significant issue, with 26% of students considered chronically absent in the 2022-23 school year. 

This has resulted in an average widening gap of 36% in reading and 18% in math between pre- and post-pandemic test scores.

Reading scores showed similar declines, with just 65% of third-graders meeting grade-level expectations, compared to 72% before the pandemic. 

The pandemic’s impact has been most severe on students from low-income backgrounds, those with disabilities, and children learning English as a second language, highlighting pre-existing educational inequalities.

Steps Toward Recovery and Remaining Obstacles

Despite the grim statistics, there have been positive developments. 

Some schools have successfully improved student engagement through strategies like reducing cell phone usage and incorporating more hands-on learning activities. 

However, large-scale recovery efforts, such as tutoring and summer school, face challenges due to staffing shortages and logistical difficulties.

Moreover, the expiration of pandemic-era federal funding threatens to limit resources further, making it harder for schools to address these learning gaps. 

Experts stress the need for effective communication between teachers, parents, and students to rebuild a sense of community and enhance learning support.

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