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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.

  • Research Reports    

Virtual Learning, Now and Beyond

Christine Pitts, Travis Pillow, Bree Dusseault, Robin Lake

This brief provides a guide for education leaders and policymakers building a path to sustainable and quality virtual learning.

  • Research Reports    

A new COVID–19 data source for answering emerging pandemic questions

Sarah Cohodes, Christine Pitts

This brief includes one example of how to use the COVID-19 School Data Hub, as well as how it compares to other similar US databases.

  • The Lens    

How ready are schools for Omicron? December snapshot of 100 districts

Bree Dusseault, Travis Pillow

Districts head into a winter break with little clarity on their newest wrinkle: how the omicron variant will affect their operations.

  • Research Reports    

Toward Better Family and Educator Engagement: Lessons from COVID Relief Dollars

Georgia Heyward, Ashley Jochim, Heather Casimere

School systems interested in better approaches to engaging the public must not start from scratch.

  • The Lens    

For these six schools, pandemic-era innovation demanded “know thyself”

Chelsea Waite

Over the past year, we worked with six high schools in New England to learn how they’re reimagining the high school experience.

  • Research Reports    

Unprecedented and Unmasked: An analysis of how district policy documents frame special education during the COVID–19 crisis

Sarah L. Woulfin, Britney L. Jones

We analyzed reopening documents from the 25 largest U.S. public school districts to understand district-level messaging in the 2020–21 school year.

  • Research Reports    

New England Profiles of Innovation | Great Oaks Charter School Bridgeport

Emnet Shibre, Katrina Woodworth

Great Oaks Charter School Bridgeport in Connecticut offers an example of a high dosage tutoring model that has been refined and adapted to meet local needs.

  • Research Reports    

New England Profiles of Innovation | Holyoke High School

Cara Pangelinan

Despite pandemic-induced challenges, Holyoke school leaders and staff kept student engagement at the forefront of their efforts to ensure continuity of learning.

  • The Lens    

Shrink the cereal box—but not the school week

Paul Hill

As health and safety concerns recede, districts are under pressure to provide fewer days and hours of student-teacher contact than before the pandemic.

  • The Lens    

The COVID crisis cracked our education system. A new reform coalition must come together to fix it in the interest of children

Robin Lake

This piece originally appeared in The 74. Anyone who cares about kids must rejoice over their being back in school with their peers.

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