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Focus Area:
Covid-19 & Learning Recovery

CRPE has played a crucial role in researching both the immediate and enduring impacts of the Covid-19 pandemic on K-12 education. Our comprehensive studies delve into the challenges posed by the crisis, examining issues such as remote learning, educational equity, and the adaptive responses of school systems.

With a commitment to providing actionable insights, CRPE’s research has not only explored the crisis itself but also extended to the post-Covid landscape. Our work in this realm focuses on understanding how schools and districts are navigating the evolving educational dynamics, emphasizing recovery strategies, shifts in learning models, and the long-term implications for educational equity.

By analyzing the complexities of both the pandemic and the subsequent educational aftermath, CRPE aims to inform decision-makers, educators, and stakeholders with evidence-based recommendations. The overarching goal is to contribute to the development of resilient, equitable, and innovative education systems for the future.

Robin Lake is quoted in the Christian Science Monitor on remote learning in the fall.

Bree Dusseault is quoted in the Baltimore Sun about Maryland’s start to the 2020 school year.

Robin Lake is quoted in the Wall Street Journal on private school enrollment amid the pandemic.

Robin Lake is quoted on addressing learning losses in Axios.

Robin Lake is quoted in the Washington Post on findings from our national review of school district reopening plans.

Bree Dusseault is quoted by BBC News on widening gaps of inequality in education during the pandemic.

Robin Lake is quoted in the Los Angeles Times on the deal LAUSD has reached with teachers on remote learning.

This brief gives a snapshot from July 27-31 of how school districts across the country are currently planning for fall 2020.

Robin Lake is quoted in The New York Times on school reopening plans amid COVID-19.

The USA Today Editorial Board cites CRPE’s research on school district COVID-19 responses.

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