COMPTON, Calif. — For sixth grader Harmoni Knight, math has been a subject of struggle, but that narrative is shifting.
In her middle school in Compton, California, the transformative impact of in-class tutors and “data chats” is evident. During a recent tutoring session, Harmoni presented a performance tracker highlighting her impressive record, with perfect 100% scores on all weekly quizzes from January.
Following the pandemic, which forced many American classrooms to close, educational institutions have channeled federal and local relief funds into various interventions aimed at helping students recover academically from the disruptions caused by COVID-19.
However, recent analysis of national and state test scores reveals that the average student is still trailing by about half a grade level in reading and math compared to pre-pandemic benchmarks. Particularly concerning is the decline in reading scores, which register even lower than in 2022.
In contrast, Compton has emerged as a notable exception, showing significant progress in both subjects among districts with high poverty rates. Other evidence suggests that interventions such as tutoring and summer programs are proving effective.
The Evaluation of Education Recovery Scorecard, compiled by experts from Harvard, Stanford, and Dartmouth, allows for year-over-year comparisons across states and districts, offering a comprehensive assessment of student performance since the initial disruption of learning due to the pandemic.
The latest data, derived from tests conducted in spring 2024, indicates that while the pandemic’s worst effects have receded, schools still grapple with issues like mental health crises and high absentee rates, alongside students who have faced disruptions in their learning.
Tom Kane, a Harvard economist involved in the scorecard analysis, noted that setbacks are not solely attributed to the 2020-2021 school year but also the ongoing aftereffects that have impacted educational institutions in the subsequent years.
The analysis further illustrates that districts may report reasonable test scores, yet struggle with deeper issues. This challenge arises because each state utilizes its own assessment tools, limiting comparability. Variations in tests can obscure whether student score shifts reflect genuine progress or changes in testing parameters, or a reduction in proficiency standards. For instance, states like Wisconsin, Nebraska, and Florida appear to have lowered their proficiency benchmarks in reading and math within the last two years.
The Scorecard presents a unified national standard while addressing such disparities.
Income disparities have also played a critical role in recovery rates, with wealthier districts achieving more substantial progress compared to their lower-income counterparts. The top 10% of affluent districts are four times more likely to have regained ground in math and reading than the bottom 10% of low-income districts, further illustrating that recovery is stratified along racial and socioeconomic lines.
Stanford sociologist Sean Reardon highlighted the inequality exacerbated by the pandemic, noting that districts serving predominantly Black and Hispanic students are lagging even further, with disparities growing within those districts themselves.
Nonetheless, many of the better-performing districts mainly cater to low-income students or students of color, and their successful interventions provide valuable insights for other regions.
In Compton, the district responded proactively to pandemic challenges by hiring over 250 tutors specializing in math, reading, and English language learners. Classrooms are often staffed with multiple tutors to assist educators, while tutoring sessions are available before, during, and after school, as well as during “Saturday School” and summer programs for the district’s 17,000 students, as noted by Superintendent Darin Brawley.
Additionally, the district has implemented dyslexia screenings across all elementary schools.
Located near downtown Los Angeles, the predominantly Latino (84%) and Black (14%) student population in Compton has shown commendable progress, with the graduation rate rising from 58% in 2012 to 93% today.
For Harmoni, tutoring has been instrumental in enhancing her understanding of math, instilling her with renewed confidence in the subject. She regularly engages in “data chats” with her math specialist, a blend of performance evaluation and motivational support.
“Seeing my data can be disappointing when the scores are low,” Harmoni expressed. “But it makes me aware that I have the potential to improve.”
Despite the improved test scores, Brawley remains optimistic but aware that there is more work to be done. “We celebrate the gains, but we recognize that we can achieve even better results,” he said.
The task ahead may be challenging, as federal pandemic relief funds have ceased, funds which many schools had relied on for tutoring programs. Moving forward, schools must prioritize and maintain effective interventions. According to Kane and Reardon, districts that invested federal funds in extended instructional time through tutoring or summer programs saw significant benefits from that spending.
Brawley indicated that Compton aims to sustain its tutoring initiatives through alternative funding sources, questioning the scale that such efforts can achieve.
Meanwhile, reading proficiency has continued to decline nationwide, despite numerous states emphasizing phonics and evidence-based reading instruction strategies. Reardon and Kane have called for an evaluation of varying teaching methods to glean the most effective approaches for teaching reading. They also highlight the importance of involving parents and ensuring they are aware of their children’s academic standing.
In addition, it is essential for schools to partner with community organizations to address high absentee rates. The scorecard highlighted a correlation between elevated absenteeism and learning difficulties.
In the District of Columbia, a focused tutoring initiative has been beneficial for both academic performance and attendance, according to D.C. Public Schools Chancellor Lewis Ferebee. The D.C. district has ranked first among states for improvements in both reading and math from 2022 to 2024 after initially lagging in math recovery.
The tutoring programs were funded through pandemic relief money, which also enabled tailored support for the students most in need. The district has also engaged program managers to optimize tutoring time during the school day.
Ferebee reported that students participating in tutoring showed heightened engagement with their studies, owing partly to increasing self-confidence and supportive relationships with trusted adult figures.
“The validation from another adult significantly boosts students’ readiness to learn,” Ferebee remarked.
Even with the conclusion of federal pandemic aid, Ferebee believes that many initiatives and investments, particularly in teacher training and literacy program development, will have lasting benefits.
Christina Grant, the D.C. superintendent of education until 2024, is optimistic about uncovering effective strategies for improving student achievement. “We can’t afford to lose hope; these are our students, and they didn’t create the challenges we face,” Grant emphasized. “The pressing concern is ensuring we can navigate to a brighter future.”
