Supporting Learning Recovery

• Entering the 2022-23 school year, public schools estimated that, on average, 49 percent of their students began the year behind grade level in at least one academic subject.
• Among public schools with students behind grade level in at least one academic subject, almost all reported that at least some students were behind in English (99 percent) or mathematics (99 percent).
• As of December 2022, public schools have enacted a wide variety of strategies to support their students’ learning recovery.
• More than eight in ten public schools have relied on diagnostic (88 percent) and formative (85 percent) assessment data to identify individual students’ academic needs.
• Eighty-one percent of public schools have utilized remedial instruction techniques (i.e., using content from prior years to teach concepts or skills), while over half (59 percent) have utilized tailored accelerated instruction (i.e., teacher-led individualized learning using new, grade-level content to teach prior-grade concepts or skills).
• Fifty-eight percent of public schools have provided professional development (PD) for their teachers and staff on learning recovery, and 37 percent have hired additional staff to provide more small-group and individual instruction.

Tutoring

In addition to strategies mentioned above, most public schools provide some type of tutoring to their students (83 percent).

• Thirty-seven percent of public schools offer high-dosage tutoring (HDT), which is defined as tutoring that takes place for at least 30 minutes per session, one-on-one or in small group instruction, offered three or more times per week, is provided by educators or well-trained tutors, and aligns with an evidence-based core curriculum or program. It is also referred to as evidence-based or high-quality tutoring.
• Forty-two percent of public schools offering HDT report that more of their students are receiving HDT during this school year compared to the previous school year (2021-22).
• Of public schools offering HDT, 57 percent report that teachers who have received training or PD in tutoring administer HDT at their school. Additionally, aides who have received training or PD in tutoring and subject-areas specialists are commonly reported as staff who administer HDT (reported by 46 and 39 percent of schools, respectively).
• The majority of public schools offering HDT do so through pull-out services during regular instruction (64 percent), in the classroom during regular instruction (52 percent), and after school (51 percent).
• Sixty percent of public schools offering HDT “moderately” or “strongly agree” that they are able to effectively provide HDT to all students who need it.
• Fifty-nine percent of public schools offer standard tutoring (SDT), which is defined as a less intensive method of tutoring that may take place in one-on-one, small group, or large group settings, is offered less than three times per week, and is provided by educators who may or may not have received specific training in tutoring practices.
• Thirty percent of public schools offering SDT report that more of their students are receiving SDT during this school year compared to the previous school year (2021-22).
• Of public schools offering SDT, 41 percent report that teachers who have received training or PD in tutoring administer SDT. Additionally, aides who have received training or PD in tutoring and teachers who have not received specialized training in tutoring are frequently commonly reported as staff who administer SDT (reported by 38 and 37 percent of schools, respectively).
• The majority of schools offering SDT do so after school (67 percent). Forty-seven percent do so during regular instruction in the classroom, and 46 percent do so through pull-out services during regular instruction.
• Fifty-eight percent of schools offering SDT “moderately” or “strongly agree” that they are able to effectively provide SDT to all students who need it.
• Twenty-two percent of public schools offer self-paced tutoring (SPT), which is defined as a method of tutoring in which students work on their own, typically online, where they are provided guided instruction that allows them to move on to new material after displaying mastery of content.
• Twenty-four percent of public schools offering SPT report that more of their students are receiving SPT during this school year compared to the previous school year (2021-22).
• The majority of public schools offering SPT do so during regular instruction in the classroom (61 percent). Forty-three percent do so after school, and 29 percent do so through pull-out services during regular instruction.
• Sixty-four percent of public schools offering SPT “moderately” or “strongly agree” that they are able to effectively provide SPT to all students who need it.

Learning Modes and Quarantine Prevalence

• In December 2022, 99 percent of public schools offered in-person learning, 14 percent offered full-time remote learning, and 5 percent offered hybrid learning.
• In December 2022, 36 percent of public schools reported having to quarantine students (an increase from 30 percent in November 2022), and 27 percent reported having to quarantine staff members (an increase from 18 percent in November 2022).