The pandemic-era backslide in math and reading scores for students across the U.S. was not a sudden catastrophe but the continuation of a brutal, decade-long “learning recession” that began years before COVID-19’s arrival. That’s according to the latest Education Scorecard, an annual deep-dive into student data from The Educational Opportunity Project at Stanford University and Harvard University’s Center for Education Policy Research.
The new Scorecard, released Wednesday and in its fourth year, offers several revelations for families, educators and policymakers looking for clarityand hopeat a time when public education has been blamed and battered for those persistent declines in student performance.
Among the report’s takeaways: Most states are finally making gains in math; federal relief dollars likely helped the lowest-income districts mount a hearty comeback; and, while most states have yet to make gains in reading, those that have all made legislative changes to how it’s taught in their schools.
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