At CRPE, we study how the Covid-19 pandemic reshaped public education and what it will take for schools to recover and adapt. As a driving force in tracking the pandemic’s impact, we analyzed how districts responded to closures, remote learning, enrollment shifts, and the urgent needs of students and families. Our research continues to examine the lasting effects on learning, equity, and engagement, as well as how schools are using recovery efforts—from ESSER investments to new instructional models—to address unfinished learning and reimagine support for students. Through this work, we aim to understand not only how schools can recover lost ground, but also how they can build more resilient and responsive systems for the future.
Recent state and national achievement exam results, as well as academic progress reports, have underscored how the Covid-19 pandemic and related school closures had a large, negative impact on students’ reading and math development.
In a report released today, the Center on Reinventing Public Education (CRPE) delivers new information on the dire state of classroom instruction and its detrimental impact on academic recovery in the aftermath of three years of learning disruptions caused by the Covid-19 pandemic.
In this report, we conclude our research on five school systems to reveal the academic, social, and political challenges posed by the pandemic and what leaders and their staff are doing to address student learning loss.
With generous support from the Walton Family Foundation, the Center on Reinventing Public Education has chosen to fund nine quick-turn research projects that will study how Covid-19 has affected high school students and recent graduates.
This piece was originally published on EdNote, the Education Commission of the States’ blog. School closures, quarantines and staffing uncertainties have contributed to the biggest math and reading declines our country has seen in more than two decades.
In the summer of 2022, the Center on Reinventing Public Education convened a panel of education and youth development experts to take stock of recent efforts to address students’ mental health and well-being and to reestablish core elements of social and emotional learning (SEL) in schools.
Public schooling has always been politically fraught, but current disagreements over issues related to race, sexuality, gender, and Covid-19 have reached a tipping point.
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