South SFV Today

A recent study conducted by researchers from Stanford and Harvard reveals notable differences in pandemic recovery among U.S. school districts. While the average student still falls short of pre-pandemic achievement levels in reading and math, certain districts have made significant progress.

The analysis highlights 102 medium and large districts that are now surpassing pre-pandemic performance levels in both subjects, including some high-poverty areas in Louisiana and Alabama. Despite these improvements, disparities persist, with higher-income districts nearly four times more likely to recover than their poorer counterparts. Districts with a higher proportion of Black and Hispanic students experienced larger declines in test scores compared to predominantly white and affluent districts.

Sean Reardon, a professor at Stanford University, stated, “There’s enormous variation in how test scores have changed over the last five years, and the overall decline masks a pernicious inequality.” He noted that middle- and low-income communities saw greater declines than wealthier ones.

The report also examined the role of federal pandemic aid in academic recovery, finding it helped mitigate losses in high-poverty districts. Released on February 11 as part of the Education Recovery Scorecard, this research collaboration between Stanford Graduate School of Education (GSE) and Harvard's Center for Education Policy Research (CEPR) provides detailed data on district-level changes from 2019 to 2024.

Using data from the Stanford Education Data Archive (SEDA), the scorecard offers insights into academic trends across more than 8,000 school districts nationwide. The analysis allows comparisons between different states despite varying tests and proficiency standards.

As of spring 2024, students remained nearly half a grade level behind their 2019 scores on average. Reardon highlighted growing disparities: “For instance, between 2019 and 2024, the difference in average scores between students in districts with the lowest and highest proportions of Black students increased by 17%.”

Additionally, gender gaps have widened since 2019. “Girls have fallen about a third of a grade level behind,” Reardon noted.

Federal relief funds were found to support recovery efforts effectively. In California, student achievement improved more significantly where funds were allocated toward academic interventions like tutoring or summer school.

Chronic absenteeism has increased across socioeconomic levels since the pandemic began. Districts with higher absenteeism rates experienced slower recovery rates.

The report advises educators and policymakers to focus on long-term challenges as federal relief ends. Thomas Kane from Harvard emphasized the need for ongoing "catch-up" interventions funded by states or controlled funds.

Community leaders are encouraged to work with schools to reduce absenteeism through public awareness campaigns or addressing transportation issues. Kane stressed keeping parents informed about their children's progress: “Parents aren’t going to sign up for summer learning... if they’re under the impression that everything’s fine.”

Finally, further research into literacy interventions is recommended due to declining national reading test scores despite recent reforms.

Collaborators include Erin Fahle (Educational Opportunity Project), Daniel Dewey (Center for Education Policy Research), Douglas Staiger (Dartmouth College), among others. The study received support from organizations such as Bloomberg Philanthropies and Carnegie Corporation of New York.

For more information or media inquiries contact Carrie Spector at cspector@stanford.edu.