Back to School, but Not Caught Up. After School Reopenings, Administrators Eager to Tackle Learning Loss Continue to Face Challenges

Autor/inn/en	Destler, Kate; Hill, Paul
Institution	Arizona State University (ASU), Center on Reinventing Public Education (CRPE); RAND Corporation
Titel	Back to School, but Not Caught Up. After School Reopenings, Administrators Eager to Tackle Learning Loss Continue to Face Challenges
Quelle	(2022), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Gains; Attendance; Teacher Shortage; Barriers; Acceleration (Education); Teacher Competencies; Data Collection; School Districts; Teaching Methods; COVID-19; Pandemics; School Closing; Administrator Role; Tutoring; Student Projects; Active Learning; Career Development; Instructional Program Divisions; Educational Innovation; Political Issues; Superintendents; Academic Achievement; Teacher Attendance; Faculty Development; Teacher Persistence; Teacher Recruitment; Principals; Board of Education Role; Cooperative Planning + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Anwesenheit; Lehrermangel; Acceleration; Beschleunigung; Lehrkunst; Data capture; Datensammlung; School district; Schulbezirk; Teaching method; Lehrmethode; Unterrichtsmethode; School closings; Schule; Schließung; Schließung (von Schulen); Förderkonzept; Nachhilfeunterricht; Schulprojekt; Aktives Lernen; Berufsentwicklung; Instructional innovation; Bildungsinnovation; Politischer Faktor; Schulrat; Schulleistung; Lehrerrekrutierung; Principal; Schulleiter
Abstract	In this report, we update our ongoing research on five school systems to reveal the academic, social, and political challenges posed by the pandemic and what system leaders and their staff are doing to address student learning loss. The report is part of the American School District Panel, a research partnership between the RAND Corporation and the Center on Reinventing Public Education. Key findings include: (1) Student absences and staff shortages have sidelined the adoption of academic acceleration strategies; (2) Districts are working hard to rebuild teacher capacity and collect better data on student performance; (3) Some districts are turning back to familiar instructional strategies developed before the pandemic. Others are offering different types of support for student academic recovery to address learning loss; and (4) The pandemic has changed district priorities and reshaped the work of superintendents and senior administrators. Districts haven't given up on restoring lost learning or improving classroom instruction. But to help students who spent months out of school, they're applying high-dosage tutoring, project-based learning and career-infused education in a piecemeal fashion, rather than pursuing academic acceleration as a comprehensive approach. [For the previous report in the series, "Whack-A-Mole: School Systems Respond to Disrupted Learning in 2021," see ED618897.] (As Provided).
Anmerkungen	Center on Reinventing Public Education. Mary Lou Fulton Teachers College, Arizona State University. H.B. Farmer Education Building, 1050 S Forest Mall, Tempe, AZ 85281. e-mail: crpe@uw.edu; Web site: https://crpe.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01