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Impacts of Academic Recovery Interventions on Student Achievement in 2022-23. Working Paper No. 303-0724

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Title: Impacts of Academic Recovery Interventions on Student Achievement in 2022-23. Working Paper No. 303-0724
Language: English
Authors: Maria V. Carbonari, Anna McDonald, Michael DeArmond, Andrew McEachin, Daniel Dewey, Emily Morton, Elise Dizon-Ross, Atsuko Muroga, Dan Goldhaber, Alejandra Salazar, Thomas J. Kane, Douglas O. Staiger, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)
Source: National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2024.
Availability: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Peer Reviewed: N
Page Count: 55
Publication Date: 2024
Document Type: Reports - Research
Numerical/Quantitative Data
Education Level: Elementary Secondary Education
Descriptors: Elementary Secondary Education, Federal Aid, Grants, Emergency Programs, COVID-19, Pandemics, Academic Achievement, Achievement Gap, Tutoring, Small Group Instruction, After School Programs, Extended School Year, Electronic Learning, Intervention, Tutorial Programs, Scores, Reading Achievement, Mathematics Achievement, Program Implementation
Laws, Policies and Program Identifiers: Elementary and Secondary School Emergency Relief Fund
Abstract: The COVID-19 pandemic devastated student achievement, with declines rivaling those after Hurricane Katrina. These losses widened achievement gaps between historically marginalized students and their peers. Three years later, achievement remains behind pre-pandemic levels for many students. This paper examines 2022-23 academic recovery efforts across eight districts, including tutoring, small group instruction, after-school, extended year, double-dose, digital learning, and expert teacher interventions. Across 22 math and reading interventions, most were delivered to fewer students and for less time than planned. We find positive effects for one tutoring program on math scores and two tutoring programs on reading scores, ranging from 0.22 to 0.33 SD. Each of these programs served a very small share of the district's students and was unlikely to play a major role in district-wide academic recovery. Finally, we find that having an "expert" teacher with high evaluation scores as opposed to a non-expert teacher significantly improves student achievement by 0.06 SD in math and 0.11 SD in reading. While highlighting the promise of intensive academic interventions, our findings underscore the challenges districts face in scaling such interventions to match their recovery needs. The field needs better evidence regarding successful implementation of large-scale interventions.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED662872
Database: ERIC
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  Data: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
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  Data: The COVID-19 pandemic devastated student achievement, with declines rivaling those after Hurricane Katrina. These losses widened achievement gaps between historically marginalized students and their peers. Three years later, achievement remains behind pre-pandemic levels for many students. This paper examines 2022-23 academic recovery efforts across eight districts, including tutoring, small group instruction, after-school, extended year, double-dose, digital learning, and expert teacher interventions. Across 22 math and reading interventions, most were delivered to fewer students and for less time than planned. We find positive effects for one tutoring program on math scores and two tutoring programs on reading scores, ranging from 0.22 to 0.33 SD. Each of these programs served a very small share of the district's students and was unlikely to play a major role in district-wide academic recovery. Finally, we find that having an "expert" teacher with high evaluation scores as opposed to a non-expert teacher significantly improves student achievement by 0.06 SD in math and 0.11 SD in reading. While highlighting the promise of intensive academic interventions, our findings underscore the challenges districts face in scaling such interventions to match their recovery needs. The field needs better evidence regarding successful implementation of large-scale interventions.
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      – Text: English
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        PageCount: 55
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      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Federal Aid
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      – SubjectFull: Grants
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      – SubjectFull: Emergency Programs
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      – SubjectFull: Pandemics
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Achievement Gap
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      – SubjectFull: Tutoring
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      – SubjectFull: Small Group Instruction
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      – SubjectFull: After School Programs
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      – SubjectFull: Extended School Year
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