The Science of Learning Loss and Opportunities for Recovery

During this webinar, one of a seven-part series focused on the Learning Loss Recovery Challenge, the panelists explored analysis that forecasts the potential impact of the COVID-19 closures and discussed how strategies used to address summer learning loss can be applied to support students and their families.

Chris Minnich of NWEA presented analysis that drew on a national sample of more than 5 million students to project the potential impact of a break in school attendance that is twice the length of the normal summer break. This analysis revealed a possible half year of loss in reading in grades 3–5 and nearly a full grade level of loss in math. The projected losses were more drastic for students in the lower quartile of academic performance, which could cause greater differences in performance levels among students as they return to school in the fall. Minnich stressed that these projections are not destiny. He encouraged schools and community partners to take action now to ensure the increased slides do not occur and to prepare to support students in getting back on track when they return to school in the fall.

Jennifer McCombs of the RAND Corporation shared some insights from her extensive research into summer learning and out-of-school time programs. She suggested a multipronged approach that weaves in-school and out-of-school strategies to address the social and emotional, enrichment and academic needs of children. McCombs explained that some children are more at risk for being impacted by the extended closures, including children who were performing below grade level before the closures, children in low-income families, homeless children, children with special needs and children who are English language learners.

Chris Smith of Boston After School & Beyond described efforts underway in Boston. He also shared how recommendations from the 2019 National Academies of Sciences, Engineering and Medicine report, Shaping Summertime Experiences, can inform responses to this year’s extended closures. He suggested that intermediaries play a critical role in coordinating resources and communicating across sectors and geographies, a role that has grown in importance during the COVID closures. Noting that engagement is a prerequisite for attendance and learning, Smith stressed the importance of supporting social and emotional learning as well as academic learning in summer programs.

David Moore of the School District of Indian River County shared how he is working with school leaders, educators and community partners in Indian River County to support students during the summer and to prepare to meet the needs of all learners in the coming school year. The district is delivering professional development to improve differentiated instruction and preparing instructional coaches to provide targeted support in reading and math. Schools are continuing to deliver enrichment opportunities virtually during the summer and planning to maximize time before, after and during school in the fall to deliver enriching content that addresses academic deficiencies.