Learning Loss Recovery Strategy Guide - Archived

Introduction of Strategy

In this guide, we define Learning Loss Recovery as steps that research recommends schools and districts should take to recover learning loss that occurred due to extended and repeated school closures combined with remote learning.  This definition applies to school-wide efforts for large groups of students. This definition does not include recovery of learning for individual or small groups of students.

Due to the recent nature of extended and repeated school closures, recommendations have relied on extrapolation and application of research from similar circumstances, such as absenteeism, summer learning programs, and the impact of and recovery from significant events in limited geographic areas, such as hurricanes and wars. The consolidation of research by educational experts has recommended that the following components support the recovery of learning loss in students. It is important to note that there is evidence to demonstrate the effectiveness of each component (see research following each component), however research is currently being conducted on the effectiveness of these components when implemented together. The following components are derived from various articles and research that articulate that recovery of learning due to extended and repeated school closures should include:

1. Determine and Address Immediate Needs

2. Make Decisions on School-Wide Logistics

3. Accelerate Learning

4. Provide Social-Emotional Support for Students and Staff

 

 

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Evidence Base

ESSA defines levels of research based on the quality of the study (Levels 1-4).  CDE requires that schools and districts identify the research base for strategies that they select for their Unified Improvement Plans, and for applications for school improvement funds in the EASI application.

The research on com that is cited here meets the definition of Level 3 research. The research cited focused on the impact on student achievement when different learning loss recovery strategies were implemented. 

Academic Studies Leading to ESSA Rating

Considerations

Potential impact of the Covid 19 Pandemic on students and schools:

• Based on projections using research and literature on absenteeism and summer learning patterns, it is estimated that students may return to school with 63-68% of previous learning gains in reading and 37-50% of previous learning gains in math. This indicates a greater loss of previous math learning compared to reading. The extent of learning loss may be greater at higher grade levels.

• Learning loss may not be universal. Families with better access to resources, including financial resources, stable employment, flexible work from home and childcare arrangements may have allowed students to “weather the storm” more easily compared to peers with housing and family instability, food insecurity, and other traumatic events due to health or financial insecurity. Traumatic events around racial violence during school closures may also negatively impact learning for students of color and students in the geographical area where violence occurred.  Based on research around learning losses and gains during summer months when students are not in school, there is the potential that about one-third of students made gains in reading during extended school closures.

• The opportunity gap is likely to have expanded for students during extended and repeated school closures. Using existing research on opportunity gaps, it is projected that students who have traditionally scored lower may have the most losses in learning, while students who traditionally scored higher may have fewer losses and perhaps even learning gains.

• There is the potential for schools to see behaviors that reflect an increase in trauma, either through an increased number of students who have experienced trauma, or an increase in degree of trauma. This may be due to increased stress, increased family and financial instability, worsening health conditions and/or loss of family members, racial violence and increased abuse. This increase in trauma may also be true for school staff, as well.

• It may take several years for full recovery of learning losses due to extended and repeated school closures.

Is this strategy a good fit for your district/school?

• Does this major improvement strategy focus on a priority performance challenge and associated root cause(s)?

• Are the expected outcomes of this major improvement strategy highly valued?

• Do key leaders support this major improvement strategy? Do key leaders have the capacity to lead the strategy ongoing?  

• What are the skills and competencies needed to implement this major improvement strategy with fidelity?  What support/professional development do staff members need to implement this strategy effectively?

• Are the time, effort and resources needed for implementation feasible for the staff involved?

Considerations for Strategy Implementation

• What is known about the impact of extended and repeated school closures on student achievement in your district and/or school?

• How will the school engage a wide range of stakeholders in providing input on the school’s re-opening and recovery plans?

• Is there district and/or community support for developing site-specific plans to address student and staff needs?

• Are there resources and/or flexibility with resources to support increased services for students and staff?

Implementation Guide