In Compton, California, a sixth grader named Harmoni Knight is finding her footing in maths, a subject she previously struggled with. Thanks to the in-class tutoring and structured performance reviews at her middle school, there has been a remarkable turnaround. During a recent tutoring session, the 11-year-old proudly showcased a performance tracker that revealed flawless 100% scores on her quizzes for January.
In the aftermath of the pandemic, many schools across America have harnessed federal and local relief funds to implement educational interventions aimed at helping students recover from the academic setbacks caused by the closure of classrooms. Despite these efforts, a new assessment of state and national test scores indicates that the typical student is still lagging by half a grade level in both mathematics and reading compared to pre-pandemic levels. Alarmingly, reading scores for students have even deteriorated since 2022, according to the analysis.
Compton’s school district stands out as an exception, demonstrating significant improvement in both subjects over the past two years, especially among those in high-poverty settings. This is in part due to effective general interventions such as tutoring and summer programs that are yielding positive results.
The Education Recovery Scorecard, a collaborative analysis by distinguished researchers at Harvard, Stanford, and Dartmouth, offers insights into student performance trends year over year across varying states and districts. The latest test data, gathered in spring 2024, surfaced in a time when the most severe impacts of the pandemic had lessened, yet schools were still confronting mental health challenges and heightened absenteeism, alongside students who had experienced critical interruptions in their learning.
According to Tom Kane, an economist from Harvard involved with the scorecard, the educational losses today are not solely a reflection of the 2020-2021 school year’s disruptions; they also encompass the ongoing repercussions that have affected schools in subsequent years.
Even districts that reported reasonable scores on state tests may not be progressing effectively, the analysis suggests. This is largely due to the fact that assessments vary widely across states, making it challenging to gauge whether improvements stem from actual learning gains or alterations in assessment standards. For instance, states like Wisconsin, Nebraska, and Florida appear to have adjusted their benchmarks for proficiency levels in reading and math over recent years.
The Scorecard addresses these variances by establishing a unified national standard. Higher-income districts have reported considerably more academic growth compared to their lower-income counterparts, with the wealthiest 10% of districts being four times more likely to achieve recovery in both subjects relative to the poorest districts. The disparity in recovery rates is also evident along racial and socioeconomic lines, with test score gaps widening for both minorities and low-income students.
According to Sean Reardon, a Stanford sociologist who contributed to the scorecard research, “The pandemic has not only lowered test scores but has also illuminated a troubling inequality that has intensified during this time.” He further elaborates that districts serving predominantly Black and Hispanic students are not just slipping further behind, but that even among those districts, these students are increasingly disadvantaged compared to their white peers.
Despite the challenges, many high-performing districts catering to mostly low-income or minority students have implemented successful strategies during the pandemic that can serve as models for others. In Compton, for instance, the district allocated over 250 tutors specializing in math, reading, and English language learning, creating a supportive educational environment. Specific classes are now staffed with multiple tutors who assist teachers, while tutoring is offered at various times, including before, during, and after school, as well as on Saturdays during summer sessions for the 17,000 students in the district, as noted by Superintendent Darin Brawley.
The district has also introduced dyslexia screenings in elementary schools. This previously low-income district in proximity to downtown Los Angeles, comprised of 84% Latino and 14% Black students, boasts a graduation rate of 93%, a significant rise from 58% in 2012 when Brawley assumed his role.
Harmoni shared how tutoring sessions have enhanced her understanding of mathematical concepts and significantly boosted her self-confidence. During her meetings with a math specialist, which involve reviewing performance data, she expressed mixed feelings about her results, stating, “Looking at my data, it kind of disappoints me when the numbers are low, but it makes me realize I can do better in the future and also now.”
While Brawley is pleased with the district’s progress, he acknowledges there is room for improvement. He stated, “Truth be told, I wasn’t happy; even though we gained, and we celebrate the gains, we all know that we can do better.”
Future challenges remain, as federal pandemic relief funds are no longer available, money that many schools relied on for programs like tutoring. As districts look ahead, prioritizing interventions that have proven effective is essential. Those schools that invested federal funds in extending instructional time through tutoring or summer programs have experienced a favorable return on that investment, as noted by Kane and Reardon.
Compton is optimistic about sustaining its tutoring initiatives through alternative funding sources, but the scalability of these efforts remains uncertain. Across the country, reading proficiency has continued to decline despite various states pushing for a greater focus on phonics and evidence-based reading strategies. To enhance student reading skills, Reardon and Kane urge that mixed outcomes be closely examined and adjustments made in teaching practices, while parental involvement and communication regarding students’ performance must also be emphasized.
Additionally, fostering attendance remains critical. In Washington, D.C., Chancellor Lewis Ferebee reported that a comprehensive tutoring program not only improved academic performance but also attendance rates. The D.C. Public Schools achieved the highest gains in math and reading between 2022 and 2024, reflecting a strategic response to earlier declines.
Supported by pandemic-relief funding, the tutoring initiative focused on identifying students who needed the most assistance, and program managers were hired to optimize tutoring opportunities during school hours. Increased student engagement and confidence, stemming from relationships with trusted adults, were also significant outcomes reported by Ferebee.
Following the conclusion of federal pandemic relief, the District allocated $4.8 million in December to continue supporting tutoring efforts for the ongoing academic year. Christina Grant, the soon-to-be former superintendent of education for D.C., expressed optimism about uncovering the factors contributing to improved student performance. “We cannot afford to not have hope. These are our students; they did not cause the pandemic,” she remarked, emphasizing the necessity of ongoing efforts to support students in their recovery journey.
