GAO-22-105816, Pandemic Learning: Less Academic Progress Overall, Student and Teacher Strain, and Implications for the Future
- Issuer
- Government Accountability Office
- Document type
- Report
Summary
A U.S. Government Accountability Office report to congressional committees, GAO-22-105816, Pandemic Learning: Less Academic Progress Overall, Student and Teacher Strain, and Implications for the Future, dated June 2022, with a letter dated June 8, 2022. It is the third in a series of three reports and examines the pandemic's effect on academic progress during the 2020-21 school year and strategies identified by educators and parents. GAO contracted with Gallup for a nationally representative survey of public school teachers, analyzing responses of 2,862 teachers, and for 18 virtual discussion groups. GAO estimated that 52 percent of teachers had more students start the year behind, 64 percent had more students make less academic progress, and 45 percent had at least half of their students end the year behind grade level.
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United States Government Accountability Office JUNE 2022
Report to Congressional Committees GAO-22-105816
PANDEMIC LEARNING:
Less Academic Progress
Overall, Student and Teacher
Strain, and Implications for
the Future
Source: Kostiantyn/stock.adobe.com. | GAO-22-105816
CONTENTS
GAO Highlights. ................................................................................................................................. iii
Letter................................................................................................................................................... iv
Scope and Methodology. .................................................................................................................iv
Pandemic Instructional Models........................................................................................................vi
SECTION 1: The Pandemic’s Effect on Academic Progress........................................................... 1
About Half of Teachers Had More Students Who Started the 2020-21
School Year Behind ......................................................................................................................... 2
While More Teachers Had Students Who Made Less Academic
Progress during the 2020-21 School Year, Some Had Students Who Excelled. ............................. 3
Many Teachers Had Students Who Ended the 2020-21 School Year
Behind, Regardless of Learning Model............................................................................................ 7
SECTION 2: Implications Moving Forward, and Educators’ and
Parents’ Reflections on How to Support Students. ......................................................................... 9
Students........................................................................................................................................... 9
Teachers. ........................................................................................................................................11
Strategies and Resources.............................................................................................................. 12
List of Committees............................................................................................................................ 15
APPENDIX I: GAO Related Products............................................................................................. 16
APPENDIX II: GAO Contact and Staff Acknowledgments........................................................... 17
Copyright
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Page ii GAO-22-105816 | Pandemic Learning Loss
GAO Highlights
PANDEMIC LEARNING
Highlights Less Academic Progress Overall, Student and
Teacher Strain, and Implications for the Future
Highlights of GAO-22-105816, a report to
congressional committees
Why GAO Did This Study What GAO Found Academic Progress during
School Year 2020-21
The COVID-19 pandemic disrupted Compared to a typical school year, teachers reported
learning for millions of students, that more of their students started the 2020-21 school
educators, and families. Its effects year behind and made less academic progress,
continue to reverberate across the according to GAO’s generalizable survey of K-12 52% SEPT
of teachers
nation and produce challenges for public school teachers. Teachers also reported that
schools that will likely be felt for many students ended the year behind grade level
years to come. In many respects, the expectations (see figure). Educators and parents also
2020-21 school year offers insights shared their insights and experiences about student
and lessons on the struggles and struggles and learning loss during the year.
successes that schools, educators, GAO estimated that about half of teachers (52
and parents faced. percent) had more of their students start the 2020- ...had more students start the
The CARES Act includes a provision 21 school year behind compared to a typical school 2020-21 school year behind
for GAO to report on its ongoing year, and that this affected younger students more compared to a typical
COVID-19 monitoring and oversight than older students. Further, nearly two-thirds of pre-pandemic year,
efforts. teachers (64 percent) had more students make
less academic progress than in a typical school
This report, the third in a series
year. These issues occurred across all grades and
of three reports, examines (1) the
effect of the pandemic on academic instructional models, and were more pronounced in 64% FEB
some than others. For example, between 68 and 72 of teachers
progress, and (2) implications,
percent of teachers of older students or in virtual or
and strategies and resources
hybrid environments had students who made less
identified by educators and parents
progress than is typical, compared to other grades
to address ongoing challenges or
and learning models. Finally, 45 percent of teachers
future learning disruptions.
had at least half of their students end the year
To address these objectives, GAO behind grade level.
contracted with Gallup to (1) conduct ...had more students who made
Educators and parents did note, however, that some
a nationally representative survey less academic progress than in a
students excelled despite the strain of the pandemic.
of elementary and secondary public typical pre-pandemic year,
Factors associated with such success included
school teachers and (2) arrange
flexibility to work at their own pace and strong
virtual discussion groups with
familial support.
teachers, principals, and parents of
K-12 students. The overall response The pandemic continues to take a toll on students’ 45% JUN
rate was 8.2 percent (using the and teachers’ well-being. The trauma of the last 2 of teachers
American Association for Public years has profoundly affected many students and
Opinion Research’s response rate teachers, some of whom lost parents or family
3, which accounts for the estimated members. As our teacher survey, educator and
eligibility rate of non-respondents). parent discussion groups, and other research
GAO analyzed the resulting has shown, this trauma and pandemic-associated
survey data and discussion group schooling disruptions disproportionately harmed ...had at least half their
information. GAO estimated margins vulnerable students and contributed to growing students end the year behind.
of error at the 95 percent confidence disparities between student populations. Further,
Source: GAO analysis of survey of K-12 public school
level. To view the first two reports, after 2 years of challenging working conditions, Source: GAO analysis of survey of K-12
teachers. | GAO-22-105816
public school teachers. | GAO-22-105816
see GAO-22-104487 and GAO-22- teachers are confronting burnout and recent surveys
Note: The margin of error for all
105815. To view the supplement indicate that many are thinking of leaving their jobs.
percentages was less than or equal to +/- 8
online, click on GAO-22-105817. percent at the 95 percent confidence level.
To help address some of these ongoing challenges
The survey asked teachers how many of
View GAO-22-105816. For more as well as inform thinking about managing future their students were behind grade level or
information, contact Jacqueline learning disruptions, educators and parents identified made less academic progress. We did not
M. Nowicki at (617) 788-0580 or strategies such as providing mental health services define “behind” or “academic progress”
as we wanted to obtain teachers’ overall
nowickij@gao.gov. for students. observations of their students.
JUNE 2022 UNITED STATES GOVERNMENT ACCOUNTABILITY OFFICE
Letter
UNITED STATES GOVERNMENT ACCOUNTABILITY OFFICE
441 G St. N.W.
Washington, DC 20548
June 8, 2022
Congressional Committees
For over 2 years, the COVID-19 pandemic has disrupted learning for millions of students, educators, and families.
Its effects continue to reverberate across the nation and schools will likely feel these effects for years to come. Many
schools and districts continued virtual learning for much of the 2020-21 school year. Recognizing the challenges of
virtual learning, they continually re-evaluated trade-offs between how best to educate students while minimizing the
spread of COVID-19 based on health and safety indicators in their communities. As schools and districts struggled to
operate amid uncertainty and difficult circumstances, students were profoundly affected. In many respects, the 2020-21
school year offers important insights into the struggles and successes students, educators, and parents faced.
The CARES Act includes a provision for GAO to report on its ongoing monitoring and oversight efforts related to the
COVID-19 pandemic.1 As part of our body of work to understand the impact of COVID-19 on public K-12 education, we
are issuing a series of reports in the spring of 2022 that highlight key findings from our nationally generalizable survey
of general education teachers and discussion groups with teachers, principals, and parents. Our first report described
obstacles to learning and strategies to mitigate learning loss that teachers found helped more or fewer students.2 Our
second report focused on pandemic learning loss among three vulnerable populations—high-poverty, English learner,
and kindergarten through second grade students—and described obstacles to learning as well as strategies to mitigate
learning loss teachers used with these students.3 This third and final report in this series on pandemic learning includes
two sections:
• the effect on academic progress, and
• implications, and strategies and resources identified by educators and parents to address ongoing challenges or
future learning disruptions.
Scope and Methodology
GAO contracted with Gallup to (1) conduct a nationally representative survey of elementary and secondary public
school teachers between June 18 and July 9, 2021 and (2) arrange virtual discussion groups with teachers, principals,
and parents. Our survey focused on general education teachers at the elementary, middle, and high school levels.4
1
Pub. L. No. 116-136, § 19010, 134 Stat. 281, 579-81 (2020).
2
GAO, Pandemic Learning: As Students Struggled to Learn, Teachers Reported Few Strategies as Particularly Helpful to Mitigate Learning Loss,
GAO-22-104487 (Washington, D.C.: May 10, 2022).
We also issued a supplement with technical materials related to the three reports in the pandemic learning loss series issuing in May and June 2022:
GAO, Pandemic Learning: Technical Materials for Teacher Survey and Discussion Groups with Public K-12 School Principals, Teachers, and Parents,
GAO-22-105817 (Washington, D.C.: May 10, 2022).
3
For more information on why we selected these populations for in depth analysis see GAO, Pandemic Learning: Teachers Reported Many Obstacles
for High-Poverty Students and English Learners As Well As Some Mitigating Strategies, GAO-22-105815 (Washington, D.C.: May 31, 2022).
In addition, we recently issued related work on students who were unaccounted for in school year 2020-21. See GAO, K-12 Education: An Estimated
1.1 Million Teachers Nationwide Had At Least One Student Who Never Showed Up for Class in the 2020-21 School Year, GAO-22-104581
(Washington, D.C.: Mar. 23, 2022).
4
We surveyed general education teachers who work in a public school and taught a core subject. For the purpose of this survey, core subjects
included: elementary school, math, science, computer science/information technology, English/language arts/reading/writing, social studies and
world/foreign languages or English language learning. For this work, we use the terms elementary, middle, and high school to refer to those teaching
in grades K-5, 6-8, and 9-12, respectively.
Page iv GAO-22-105816 | Pandemic Learning Loss
The survey asked teachers about their instructional models, adult
support provided to their students, difficulties their students faced,
their students’ academic progress, strategies they used to mitigate
Q&A
QUESTION BOX
learning loss, and the extent to which their students were engaged in
learning, among other topics.5 The initial sample was selected from two
sources: the Gallup Panel, a probability based panel of U.S. adults, and
a national list of teachers. The responses achieved our margin of error
targets for key subgroups by location, participation in free or reduced-
price lunch (FRPL) programs, grade level, and percentage of English
learners. They were weighted to minimize bias independently for each
source and for the sources combined. All estimates in this report have What is learning loss?
a margin of error less than or equal to +/- 10 percent at the 95 percent
confidence level. For the purposes of this report,
learning loss means the loss or
We analyzed the survey responses of 2,862 teachers, which are
reversal of knowledge or skills as
generalizable to the population of all K-12 general education public
well as forgone learning, which is
school teachers in the U.S.6 This analysis included disaggregation for
the learning that would have
each key subgroup. We also developed a series of statistical models to
occurred under typical
describe the associations between teachers’ use of various strategies
circumstances. Learning loss may
to address learning loss and teachers’ perceived effectiveness of the
accumulate over time, particularly if
strategies. Our models estimated the probability teachers’ reports that
a student misses a lot of classes.
“about half or more” of their students “improved their academic
Source: GAO. | GAO-22-105816
progress” differed by instructional model. We grouped responses to
each question, in order to increase the sample sizes. We estimated
these probabilities separately by grade level, in-person or hybrid and
virtual instructional models, and a three-way categorization of the school’s FRPL participation. We limited the survey
respondents to those who responded to all relevant questions—a sub-sample that could vary across learning strategies.
To gain further insight into the topics covered in the survey, we held 18 virtual discussion groups with public school
teachers (six groups), parents of students (six groups), and principals (six groups) between June 29 and July 14, 2021.7
We contracted with Gallup to recruit and arrange the K-12 public school groups. In total, Gallup segmented participant
category (teachers, parents, and principals) based on their school’s geographic location (urban, suburban, or rural),
with two groups for each participant type and location. Teachers participating in the groups had also responded to
5
Many survey questions asked teachers to reflect on their experiences teaching virtually, in-person, or in a hybrid model. Teachers were instructed
to answer these questions based on how their students learned for the majority of the year. Teachers who indicated they worked simultaneously
with students learning fully in person and students learning fully virtually were randomly assigned to answer either the questions about teaching in a
virtual environment or in person.
6
Our survey results are based on the responses of 2,862 teachers who met our eligibility criteria of public school general education teachers of core
subjects–selected from an initial sample of 45,792 teachers. The initial sample was selected from the Gallup Panel, a probability based panel of
U.S. adults, and a national list of teachers. The overall response rate was 8.2 percent (using the American Association for Public Opinion Research’s
response rate 3, which accounts for the estimated eligibility rate of non-respondents). Estimates for subpopulations of interest had margins of error
ranging from plus or minus 2.9 to 7.2 percent, although margins for individual questions varied depending upon the number of responses. Gallup
adjusted the survey weights to account for potential nonresponse bias by accounting for relevant school characteristics for non-respondents and
re-weighting (post-stratifying) the sample to match the number and regional distribution of teachers and teacher demographics such as age, sex, and
race. Weighting information came from the National Center for Education Statistics National Teacher and Principal Survey for 2017-2018. Based on
the survey and weighting adjustment methods used, we determined that estimates from this survey are generalizable to the population of U.S. public
K-12 general education teachers and are sufficiently reliable for the purposes of our report.
7
After completing the survey, teachers answered additional screening questions to determine their eligibility, interest, and availability to participate in
our discussion groups. In addition, to respond to a provision in the conference report accompanying the National Defense Authorization Act of Fiscal
Year 2021 for GAO to examine virtual learning in Department of Defense Education Activity (DODEA) schools, we held two additional discussion
groups–one with DODEA teachers and one with parents of students in DODEA schools. For the DODEA discussion groups, we selected a non-
generalizable sample from DODEA’s Southeast district in the U.S., which had the highest percentage of stateside students in full-time virtual status
as of October 2020. To solicit participants for our discussion groups, we asked DODEA to send an email to teachers and parents in that district to
inform them of our request. We considered five factors in selecting participants: (1) military installation within the Southeast district, (2) grade levels
teachers taught or grade level students were in, (3) subjects teachers taught, (4) gender of teachers and parents, and (5) race or ethnicity of teachers
and parents. The findings from those two discussion groups are incorporated into our first pandemic learning loss report (see GAO-22-104487).
Page v GAO-22-105816 | Pandemic Learning Loss
our generalizable teacher survey. GAO moderators structured and guided the discussions using a standardized list of
questions to encourage participants to share their thoughts and experiences on students’ learning during school year
2020-21 and on strategies used to mitigate learning loss. We developed discussion guides tailored to each stakeholder
group (teachers, principals, and parents) without Gallup’s input. Prior to conducting any of the discussion groups with
participants recruited by Gallup, we pretested our discussion guide with one teacher, two parents, and two principals. To
accommodate the schedules of participants, each discussion group was held by video conference in the evening for one
hour. The contractor also created a written transcript of each group. To select discussion group comments for the report,
we first analyzed and coded the transcripts from these discussion groups for common themes among the groups. We then
compared these themes with our survey results to identify comments that were illustrative of the key themes across the
survey and discussion group analyses. Comments, information, and views obtained from these discussion groups are not
generalizable to other educators and parents.8
Additional technical details about our scope and methodology are provided in GAO-22-105817, which offers technical
supplementary material for all of our pandemic learning loss work issuing in May and June 2022. The material
includes information such as survey terminology, the survey’s sample frame, margin of error and minimum sample size
requirements, sample weighting, analysis approach, regression modeling, and discussion group recruitment and logistics.
It also includes a copy of the survey instrument and survey results in aggregate for all closed-ended questions.
We conducted this performance audit from August 2020 to June 2022 in accordance with generally accepted government
auditing standards. Those standards require that we plan and perform the audit to obtain sufficient, appropriate evidence
to provide a reasonable basis for our findings and conclusions based on our audit objectives. We believe that the
evidence obtained provides a reasonable basis for our findings and conclusions based on our audit objectives.
Pandemic Instructional Models
Throughout the 2020-21 school year, teachers, administrators, and policymakers were continually challenged to make
decisions about whether to keep schools open for in-person learning, close their school buildings (completely or on certain
days) and revert to virtual instruction, or use some combination of the two. In our nationally generalizable survey, we
asked teachers to identify which of the following four models they taught in for the majority of the 2020-21 school year.9
• In-person: teaching and learning occur in the same classroom.
• Virtual: teaching and learning occur via information technology (hardware and software), including video or audio
conferencing and document sharing; could be supplemented with printed assignments and could be synchronous
(real time) or asynchronous (accessed at any time).
• Hybrid: teaching and learning occur in person on certain days of the week and virtually on other days.
• Mixed: teachers present lessons simultaneously to students learning in person and to those learning virtually. (These
teachers were randomly assigned to answer some survey questions about teaching in either a virtual environment or
in-person.)
8
We similarly analyzed teacher responses to our open-ended survey questions to select comments that were illustrative of key themes. We defined a
common theme as one identified in 20 separate teacher survey responses. These comments are not generalizable to other teachers.
9
Our analyses are not designed to estimate causal effects of particular learning models. We do not address, assess, or form conclusions about the
health and safety measures taken by schools, districts, or states, including decisions to use any particular mode of instruction, in this body of work.
Instead, we focus on how, in retrospect, these different instructional models related to students’ learning.
Page vi GAO-22-105816 | Pandemic Learning Loss
SECTION 1: The Pandemic’s Effect on Academic Progress
PANDEMIC LEARNING
Section THE PANDEMIC’S EFFECT
1 on Academic Progress
Many Students Struggled In School and Experienced Learning Loss
Based on our nationally generalizable survey, we estimate that, compared to a typical year,
teachers had more students start the 2020-21 school year behind and make less academic
progress. Further, almost all teachers had students who ended the year behind (see figure
below).10 Educators and parents in our discussion groups, who have first-hand insights into the
challenges students faced, described having concerns about the learning loss their students and
children experienced.
Keep in Mind
The findings in this section are the result of our nationwide survey of K-12 teachers and
discussion groups with teachers, principals, and parents and reflect their experiences during the
2020-21 school year. When we refer to a “virtual environment”, we mean one in which students
spent the majority of the year learning remotely. Similarly, “in person” means when students spent
the majority of the year learning in the classroom and “hybrid” refers to an environment in which
students spent some days learning remotely and others in the classroom. We also defined a
“typical school year” as a recent school year prior to the pandemic. Differences in the responses
between virtual and in-person environments could reflect the instructional setting as well as other
factors that we did not measure, such as school resources or certain student characteristics. (We
did not design our analysis to estimate the causal effects of the environment.)
Academic Progress during
School Year 2020-21
52% SEPT 64% FEB 45% JUN
of teachers of teachers of teachers
...had more students start the 2020-21 ...had more students who made less ...had at least half their
school year behind compared to a academic progress than in a typical students end the year behind.
typical pre-pandemic year, pre-pandemic year,
Source:GAO
Source: GAOanalysis of urvey
analysis of of K-12 of
survey public
K-12school teachers.
public school| teachers.
GAO-22-105816
| GAO-22-105816
Note: The margin of error for all percentages was less than or equal to +/- 8 percent at the 95 percent confidence level. The survey asked teachers how
many of their students were behind grade level or made less academic progress. We did not define “behind” or “academic progress” as we wanted to
obtain teachers’ overall observations of their students.
10
The survey asked teachers how many of their students were behind grade level. We did not define “behind” as we wanted to obtain teachers’
overall observations of their students.
Page 1 Pandemic Learning | GAO-22-105816
SECTION 1 | THE PANDEMIC’S EFFECT ON ACADEMIC PROGRESS
About Half of Teachers Had More What We Heard
Students Who Started the 2020-21
School Year Behind
Source: GAO . | GAO-22-105816
Teachers began the 2020-21 school year with the added
challenge of addressing learning loss resulting from the
“ The thing I noticed [when] those little kiddos
[came back into the actual classroom] is every
pandemic-related disruptions and closures from the prior school single one of them no matter how advanced they
year. We estimate that about half of teachers (52 percent) had were at the end of the last school year, every
”
more students who were behind at the beginning of the 2020- single one of them came back way behind[.]
21 school year compared to a typical year.11 Further, those
teaching K-2 and 3-8 had more students start the year behind – Suburban Teacher
than did those teaching grades 9-12 (see figure below).
Estimated Percentage of Teachers Who Had More
Students Who Started Behind
“ [W]e were…in person for the majority of the
year but…we felt that a lot of the kids were…
behind coming into the year. So we did some
Public K-12 Teachers by Grade Level, School Year 2020-21 after school help which…bridged the gaps a little
Compared to a Typical Pre-pandemic School Year bit between some of the struggling students. But
Percent
100
I still don’t think it was enough.
”
– Rural Teacher
Source: Discussion groups with public K-12 school
80
teachers. | GAO-22-105816
Note: The selected comments reflect themes
discussed by teachers in GAO discussion groups
60 and are not generalizable.
57 52%
55
All teachers
40
39
20
0
K-2* 3-8* 9-12
Grades
Source: GAO analysis of survey of K-12 public school teachers. │ GAO-22-105816
Note: *There was no significant statistical difference between K-2 and 3-8. The
margin of error for all percentages was less than or equal to +/- 8 percent at
the 95 percent confidence level. The survey asked teachers how many of their
students were behind grade level. We did not define “academic progress” as
we wanted to obtain teachers’ overall observations of their students.
11
When analyzing the percent of public K-12 teachers who had more students
who started behind compared to a typical school year the data were compiled
into three groups (less, about the same, and more), instead of two groups
(less and about the same or more).
Page 2 GAO-22-105816 | Pandemic Learning Loss
SECTION 1 | THE PANDEMIC’S EFFECT ON ACADEMIC PROGRESS
While More Teachers Had Students Who
Made Less Academic Progress during the What We Heard
2020-21 School Year, Some Had Students
Who Excelled
Source: GAO . | GAO-22-105816
The majority of teachers (an estimated 64 percent) had more
students who made less academic progress across all grade
“ I just felt like compared to their grade levels
the material was very much dumbed down so
levels and instructional models compared to a typical school that they would, I guess, learn it either through
year. Teachers of older students more commonly had students Zoom [o]r to make it easier for everybody. But
who made less progress overall (see figure below). it was just not the quality of education that I
Estimated Percentage of Teachers Who Had Students Who
expected.
”
Made Less Academic Progress by Grade Level – Urban Parent
Public K-12 Teachers, School Year 2020-21 Compared to a
Typical Pre-pandemic School Year
“ I have students at my school [that] didn’t
receive any science at all the entire year…
Percent
The teachers weren’t teaching science in
100 the classroom and the science teacher was
dedicated to fourth and fifth grade...A good
swath of my kids learned and kids at my school
”
80 learned…less than half of what they should.
72 – Urban Teacher
64%
60 All teachers
62
58
“ Teaching older students in high school, most
of the learning loss…was from [students having]
40
to work to support their family or they had to
watch younger siblings…And so learning loss
basically came from outside forces…from the
20
situations that those families would be in.
”
– Rural Teacher
0
K-2* 3-8* 9-12
Grades Source: Discussion groups with teachers and parents
of students in public K-12 schools. | GAO-22-105816
Source: GAO analysis of survey of K-12 public school teachers. | GAO-22-105816
Source: GAO analysis of survey of K-12 public school teachers. │ GAO-22-105816
Note: The selected comments reflect themes
Note: *There was no significant statistical difference between K-2 and 3-8. discussed by teachers and parents in GAO
The margin of error for all percentages was less than or equal to +/- 7 discussion groups and are not generalizable.
percent at the 95 percent confidence level. The survey asked teachers how
many of their students made less academic progress. We did not define
“academic progress” as we wanted to obtain teachers’ overall observations
of their students.
Page 3 GAO-22-105816 | Pandemic Learning Loss
SECTION 1 | THE PANDEMIC’S EFFECT ON ACADEMIC PROGRESS
While More Teachers Had Students Who
Made Less Academic Progress during the What We Heard
2020-21 School Year, Some Had Students
Who Excelled (continued)
Source: GAO . | GAO-22-105816
Having students who made less progress was more common
among teachers in virtual and hybrid models (see figure below). “ But the virtual disconnect…when you had a
family where there was five kids and you could
hear…everyone trying to learn virtually, that
Estimated Percentage of Teachers Who Had Students Who was extremely difficult for…the learners, it was
Made Less Academic Progress by Instructional Model difficult for them, you could just see it. And then
Public K-12 Teachers, School Year 2020-21 Compared to a they became disengaged because it was too
Typical Pre-pandemic School Year difficult…So it was a significant learning loss
Percent
during…virtual [instruction].
”
– Rural Teacher
100
80 “ Kiddos that are in person and engaged in the
process – they’re learning a lot more than the
kiddos that are sitting back and not participating.
72
68 64% It was the same [for] the hybrid model[.] The
60 All teachers
online learning for the vast majority of our kids
56
did not work. The majority of kids lost learning
40
over the last year and a half.
”
– Suburban Teacher
20
Source: Discussion groups with public K-12 school
teachers. | GAO-22-105816
Note: The selected comments reflect themes
0 discussed by teachers in GAO discussion groups
Full-time Full-time Hybrid* and are not generalizable.
in-person virtual*
Learning
Source: GAO analysis of survey of K-12 public school teachers. | GAO-22-105816
Source: GAO analysis of survey of K-12 public school teachers. │ GAO-22-105816
Note: *There is no significant statistical difference between full-time virtual
learning and hybrid learning, where students may attend school in person
on certain days of the week and attend school virtually on other days. The
margin of error for all percentages was less than or equal to +/- 5 percent at
the 95 percent confidence level. Some survey questions asked teachers to
reflect on their experiences teaching in the instructional model in which they
spent the majority of the year. The 27 percent of teachers who indicated they
used a mix of instructional models for the majority of the year were randomly
assigned to reflect on either their virtual or in person experiences. The survey
asked teachers how many of their students made less academic progress. We
did not define “academic progress” as we wanted to obtain teachers’ overall
observations of their students.
Page 4 GAO-22-105816 | Pandemic Learning Loss
SECTION 1 | THE PANDEMIC’S EFFECT ON ACADEMIC PROGRESS
While More Teachers Had Students Who
Made Less Academic Progress during the What We Heard
2020-21 School Year, Some Had Students
Who Excelled (continued)
Source: GAO . | GAO-22-105816
About one-third of teachers had some students thrive
academically, despite pandemic-related obstacles. Specifically, “ The ability to go at our own pace [with virtual
learning] was really helpful. Both for the kids
we estimate that 36 percent of teachers had students who who were able to go really quickly and those
made at least the same amount of progress during the who needed a little bit more time. Especially on
school year compared to a typical school year, regardless different topics. Some things they also were able
of the instructional model used. Further, we estimate that 2
to spend more time on things they really liked.
percent of teachers had students who made significantly more
My 12 year old sixth grader loved history, so she
progress (see figure below).
spent a ton more time doing history than what
Estimated Percentage of Teachers’ Views of the Academic
Progress Their Students Made Overall
her peers in person were doing.
” – Rural Parent
Public K-12 School Teachers, School Year 2020-21 Compared
to a Typical Pre-pandemic School Year “ My daughter has mentioned to me that she
really appreciated the fact that she felt like her
2%
teachers were kind of in a coaching capacity…
Significantly more progress
they were able to…flip the classroom and give
9% her the learning material and then she was able
Somewhat
more
to come into class with all of her questions and…
progress 19% go for mastery...She actually really thrived in that
Significantly
less progress environment.
” – Urban Parent
25%
About the
“
same amount Our families who were virtual chose virtual
of progress
for the year…I thought the program that we
designed worked very well. My [fourth grade]
45% students had great growth, we were able to
Somewhat less
progress meet family [needs], we were able to [meet] IEP
needs, and I thought it was a very successful
program. And really, we did well with the learning
loss that needed to be, you know, kind of
Source: GAO analysis of survey of K-12 public school teachers. | GAO-22-105816
addressed during the year.
” – Rural Teacher
Source: GAO analysis of survey of K-12 public school teachers. │ GAO-22-105816
Note: The margin of error for all percentages was less than or equal to X percent unless otherwise noted.
Note: The margin of error for all percentages was less than or equal to +/- 3
percent at the 95 percent confidence level. The survey asked teachers how Source: Discussion groups with teachers and parents of
many of their students made less academic progress. We did not define students in public K-12 schools. | GAO-22-105816
“academic progress” as we wanted to obtain teachers’ overall observations of
Note: The selected comments reflect themes
their students.
discussed by teachers and parents in GAO discussion
groups and are not generalizable.
Page 5 GAO-22-105816 | Pandemic Learning Loss
SECTION 1 | THE PANDEMIC’S EFFECT ON ACADEMIC PROGRESS
While More Teachers Had Students Who
Made Less Academic Progress during the What We Heard
2020-21 School Year, Some Had Students
Who Excelled (continued)
Source: GAO . | GAO-22-105816
In our survey, common themes among the factors that
contributed to students who made more progress included “ But I did want to note that there was a small
population that really excelled…[T]here were some
being motivated and independent; being well supported; who…would be normally very quiet in class…if
having flexibility to work at their own pace; and having they were in person but then online…they found
introverted tendencies or social anxiety that were alleviated an opportunity to even take on leadership roles
”
by less social interaction.12 Educators and parents in
because we can’t see their face.
our discussion groups also identified similar factors that
contributed to student success. – Urban Teacher
A higher percentage of teachers with younger students and
“
students in full-time in-person models reported their students My daughter liked the virtual days more
made at least the same academic progress compared to a
so than in person because she is more of an
typical year.
• We estimate that a higher percentage of teachers of
introverted type.
” – Suburban Parent
younger students (42 percent of K-2 teachers and 38
percent of 3-8 teachers) had students who made at least
the same academic progress compared to teachers with
older students (28 percent of 9-12 teachers).13
“ As far as virtual goes it worked really well for
our oldest child who was an eighth grader last
year. They got to work at their own pace which
• We estimate that a higher percentage of in-person teachers
was fantastic because she tends to work a lot
(44 percent) had students who made at least the same
academic progress compared to virtual (32 percent) or better independently. So when she has to wait
hybrid (28 percent).14 for other kids to catch on to what’s going on, she
loses focus and falls out. So she got to speed
ahead through the stuff she already knew and
then ask questions and spend more time on the
stuff she didn’t know.
” – Rural Parent
“ I had a lot of students that would shine and do
incredibly awesome virtually and – I mean there
were some students that had lots of parental
support at home, and it was with those parents
that were supportive that we saw some of our
best students during this virtual time.
”
– Rural Teacher
12
These, and other open-ended responses are not generalizable. We defined
a common theme as one identified in 20 separate teacher survey responses. Source: Discussion groups with teachers and parents of
students in public K-12 schools. | GAO-22-105816
13
There is no significant statistical difference between K-2 and 3-8.
Note: The selected comments reflect themes discussed
14
There is no significant statistical difference between virtual and hybrid. by teachers and parents in GAO discussion groups and
are not generalizable.
Page 6 GAO-22-105816 | Pandemic Learning Loss
SECTION 1 | THE PANDEMIC’S EFFECT ON ACADEMIC PROGRESS
Many Teachers Had Students Who What We Heard
Ended the 2020-21 School Year Behind,
Regardless of Learning Model
Source: GAO . | GAO-22-105816
Almost all teachers (an estimated 96 percent) had at least some
of their students end the 2020-21 school year behind grade
“ The other thing that was really difficult was…
kindergarten’s so pivotal to just understanding
level. These estimates were similar whether teachers were in a the norms of school. And [our daughter] would
virtual model, a hybrid model, or in person (see figure below). just walk away from her iPad all day long…
so she’s repeating kindergarten now next year
Estimated Percentage of Teachers Who Had Students End because she just didn’t get enough. She didn’t get
the School Year Behind
enough learning and we didn’t feel comfortable
Public K-12 Teachers by Instructional Model, School Year …that she could be academically successfully
2020-21 in first grade…[The] face-to-face communication
Percent and time and presence in kindergarten was so
100 3 2 4 Proportion of students
important…and she…missed it.
” – Urban Parent
19 21 All
15
Most
“
80 And I think we’re just going to have a lot of work
About half
23 Some to do. Especially with our seventh graders coming
22
25 in next year [school year 2021-22] where they
None
60 essentially were out of school for the last year
and a half. And the kiddos that came back only
had, you know, six weeks of what middle school
40 looked like. So we’re essentially going to have
53 54 two groups of sixth graders next year. So what I’m
49
saying is there’s a lot of learning that still needs
20 to take place in terms of how to engage in what
middle school looks like.
”
4 3 4 – Suburban Teacher
0
Full-time Full-time Hybrid
in-person virtual
Source: GAO
Source: GAOanalysis
Learning
of survey
analysis of K-12 public
of survey of K-12school teachers.
public school| GAO-22-105816
teachers. │ GAO-22-105816
“ A lot of kids have to make up credit. In my high
school the kids have to earn certain credits in order
Note: There is no significant statistical difference between any instructional
models (hybrid learning is where students may attend school in person on
certain days of the week and attend school virtually on other days). The
to move on, there’s a lot of kids are behind.
”
– Rural Principal
margin of error for all percentages was less than or equal to +/- 5 percent at
the 95 percent confidence level. Data in each category may not add up to 100
percent due to rounding to the nearest whole percent. Some survey questions Source: Discussion groups with teachers, principals, and
asked teachers to reflect on their experiences teaching in the instructional parents of students in public K-12 schools. | GAO-22-
model in which they spent the majority of the year. The 27 percent of teachers 105816
who indicated they used a mix of instructional models for the majority of the
year were randomly assigned to reflect on either their virtual or in person Note: The selected comments reflect themes discussed
experiences. The survey asked teachers how many of their students were by teachers, principals, and parents in GAO discussion
behind grade level. We did not define “behind” as we wanted to obtain teachers’ groups and are not generalizable.
overall observations of their students.
Page 7 GAO-22-105816 | Pandemic Learning Loss
SECTION 1 | THE PANDEMIC’S EFFECT ON ACADEMIC PROGRESS
Many Teachers Had Students Who What We Heard
Ended the 2020-21 School Year Behind,
Regardless of Learning Model (continued)
Source: GAO . | GAO-22-105816
Based on our estimates, a higher percentage of teachers with
younger students reported that they had students who ended “ And speaking from a place where students
were already sort of behind as a whole, you
the year behind than teachers with older students. Further, for know, looking at a grade such as a second
an estimated 7 percent of K-2 teachers, all of their students grade a group that lost really the first two years.
ended the year behind (see figure below).15
Their first was cut short, their second year, you
know, they were only in school [for] days. And so
Estimated Percentage of Teachers Who Had Students End
really and truly there are gaps that really aren’t
the School Year Behind
their fault but we’re talking about kids that were
Public K-12 Teachers by Grade Level, School Year 2020-21 already behind. So now that gap is even larger
Percent than it would have been initially. And the catchup
100
7
2 1 Proportion of students
feels insurmountable to some.
”
14 All – Suburban Principal
20
Most
25
80 About half Source: Discussion groups with public K-12 school
18 principals. | GAO-22-105816
Some
Note: The selected comments reflect themes
26 None discussed by principals in GAO discussion groups
60 and are not generalizable.
23
60
40
41 51
20
7
0 3 2
K-2 3-8 9-12
Grades
Source:
Source: GAO
GAO analysis
analysis of of
of surveysurvey
K-12 of K-12
public public
school school
teachers. | teachers. │ GAO-22-105816
GAO-22-105816
Note: There is no significant statistical difference between grades K-2 and 3-8,
except in the all category. Differences between some and most are statistically
significant when comparing grades 9-12 to either K-2 or 3-8. The margin of
error for all percentages was less than or equal to +/- 7 percent at the 95
percent confidence level. Data in each category may not add up to 100 percent
due to rounding to the nearest whole percent. The survey asked teachers how
many of their students were behind grade level. We did not define “behind” as
we wanted to obtain teachers’ overall observations of their students.
15
The margin of error for the estimated percent of K-2 teachers who had all
of their students end the year behind was less than or equal to +/- 5 percent
for the 95 percent confidence level.
Page 8 GAO-22-105816 | Pandemic Learning Loss
PANDEMIC LEARNING
Section IMPLICATIONS MOVING FORWARD,
2 and Educators’ and Parents’ Reflections
on How to Support Students
The last 2 years continue to take a heavy toll on the overall well-being of both students and
teachers. Some of America’s most vulnerable students have been disproportionately harmed
by the COVID-19 pandemic and the resulting disrupted learning, and some life-long effects and
growing disparities have already started to emerge. For example:16
Students
Children continue to work through life-
defining trauma
What We Heard
In the first year of the COVID-19 pandemic, 140,000+ children
in the U.S. lost a caregiver (parent or grandparent). Children of
“ This disruption that we’re talking about was
world altering. People died. I don’t think of the
racial and ethnic minority groups accounted for 65 percent of pandemic as a “disruption to the typical learning
those who lost a primary caregiver.17 environment.” It was a disruption to the world, to
the way we live.
” – Urban Teacher
Preexisting achievement gaps widened
“ I teach at a high school in an area [with] a
very low socioeconomic population. Most of
them are [English learners]...We also had the
socioeconomic factor that some of my high school
One study estimates that elementary students (grades 1-6) in kids were forced to go out and work because their
parents couldn’t find work...If they were at home,
majority-Black schools are now academically 12 months behind
they were taking care of the younger siblings or
those in majority-White schools, and similarly, elementary age
students in low-income schools are now 13 months behind those
they’re sharing their laptops.
” – Urban Teacher
in high-income schools, compared to 9 and 11 months behind,
Source: Discussion groups with public K-12 school teachers
respectively, pre-pandemic.18 and principals, and GAO teacher survey. | GAO-22-105816
Note: The selected comments reflect themes discussed
by teachers and principals in GAO discussion groups
and by teachers in open-ended responses to survey
questions, and are not generalizable to other educators.
The examples of life-long effects and growing disparities were selected based on (1) their widespread use to describe the harm COVID-19 has
16
done to young people, and (2) their focus on vulnerable populations of interest for this work, including high-poverty and English learner students (see
GAO-22-105815 for more information).
S.D. Hillis, A. Blenkinsop, A. Villaveces A, et al., “COVID-19–Associated Orphanhood and Caregiver Death in the United States,” Pediatrics, vol.
17
148 no. 6 (2021).
18
E. Dorn et al., COVID-19 and education: An emerging K-shaped recovery (McKinsey & Company Public & Social Sector Practice, Dec. 2021). The
study analyzed a non-generalizable sample of approximately 3 million students in all 50 states and the District of Columbia using Fall 2021 and pre-
pandemic data. Assessment data are from Curriculum Associates i-Ready mathematics and reading assessment data. The analysis uses school-level
rather than student-level data, therefore, the composition effect–potential effect of changes in the characteristics of students within these schools
over time–cannot be determined.
Page 9 GAO-22-105816 | Pandemic Learning Loss
SECTION 2 | IMPLICATIONS MOVING FORWARD AND REFLECTIONS
Students (continued)
English learners started the pandemic behind their
English-proficient peers in reading and math, and as
we previously reported, their teachers were more likely What We Heard
to report they were failing a class or significantly falling
behind in school year 2020-21.19
“ Whether the [kids were] virtual or hybrid – if
they were not coming, they were not learning.
Disparities grew in college
And those who weren’t coming weren’t coming
enrollment rates
regularly. And we saw that impact at the end of
the year with our graduation rate.
”
One study estimated that the rate of decline in college – Rural Principal
enrollment was nearly four times greater for high poverty
Source: Discussion groups with public K-12 school
schools than for low poverty schools (11.4 percent and teachers and principals. | GAO-22-105816
2.9 percent respectively).20 Note: The selected comments reflect themes
discussed by teachers and principals in GAO
discussion groups and are not generalizable.
“ …people were going through real, traumatic, life changing things, in isolation…”
– Urban Parent
Source: Discussion groups with parents of students in public K-12 schools. | GAO-22-105816
Note: The selected comment reflects themes discussed in GAO discussion groups and are not generalizable to other parents.
19
In 2019, students who were not English learners scored higher than English learners on the National Assessment of Educational
Progress (NAEP) math and reading tests for 4th- and 8th-graders. NAEP math and reading assessment results for 4th- and 8th-grades are
reported as average scores on a 0-500 scale. The point differences on the scale scores are as follows: 4th-grade reading-33 points; 8th-
grade reading-45 points; 4th-grade math-24 points; 8th-grade math-42 points. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, Digest of Education Statistics, 2019, tables 221.12 (October 2019) and 222.12 (November 2019).
For results from our teacher survey regarding English learners, see GAO-22-105815.
20
J. Causey, A. Harnack-Eber, M. Ryu, & D. Shapiro, A COVID-19 Special Analysis Update for High School Benchmarks (Herndon, VA:
National Student Clearinghouse Research Center, Mar. 2021). The sample used in the study represents about 14 percent of high schools
and is not generalizable.
Page 10 GAO-22-105816 | Pandemic Learning Loss
SECTION 2 | IMPLICATIONS MOVING FORWARD AND REFLECTIONS
What We Heard
Teachers
Source: GAO . | GAO-22-105816
“ I think one of the things that I felt was
overlooked pretty early was the impact the
Time spent by teachers
pandemic was having on the staff. Whether they
themselves were getting sick, family members
were getting sick, in some cases losing loved
Principals in our discussion groups noted that teachers
ones, you know, those sorts of things…just trying
remained remarkably resilient in constantly changing and to get out in front as much as possible to assist
trying circumstances. While many teachers found teaching
strategies that mitigated learning loss, for some it came
the teachers through a traumatic event...
”
– Suburban principal
at a cost to their well-being as they worked long hours
and confronted burnout–along with the non-work-related
challenges of the pandemic. “ I spent an exorbitant amount of time working
this year. Realistically, I’d say it was about 80+
There are concerns that the challenges of the last 2 years
could lead to increased teacher turnover. There were
hours a week at the bare minimum.
”
– Suburban teacher
fewer public school teachers in 2021 than in 2019, and a
couple of recent surveys indicate that many teachers are
considering leaving their job earlier than they anticipated “ Unfortunately when you teach almost 150
students a day, there is not enough time to meet
due to the pandemic.21 Historically, teacher turnover has
with them all. When we were fully virtual, I would
disproportionately affected students in high-poverty and high- be on virtual meetings from about 7:00am to
minority schools.22 11:00 pm with about a total of an hour break. I
also had to take care of my 2 and 5 year old and
help my 5 year old with online kindergarten.
”
– Suburban teacher
21
We estimate there were 233,000 (+/-123,000) fewer public school teachers Source: Discussion groups with public K-12 school
in 2021 than in 2019. We developed this estimate using the U.S. Census
teachers and principals and GAO teacher survey. | GAO-
Bureau’s Current Population survey data from 2021 and 2019. Specifically,
22-105816
we compared the number of preschool and kindergarten teachers,
elementary and middle school teachers, secondary school teachers, and Note: The selected comments reflect themes
special education teachers that were employed by local government. discussed by teachers and principals in GAO
In a March 2021 survey of teachers conducted by RAND, 11 percent said discussion groups and by teachers in open-
they were unlikely to leave their job prior to the pandemic but are now likely ended responses to survey questions, and are not
to leave their job at the end of the school year. In addition, a January 2022 generalizable to other educators.
National Education Association Survey of members, 55 percent said they
intend to leave sooner than planned because of the pandemic.
22
L. Sutcher, L. Darling-Hammond, & D. Carver-Thomas, A coming crisis
in teaching? Teacher supply, demand, and shortages in the US (Learning
Policy Institute, Sept. 2016). D. Carver-Thomas and L. Darling-Hammond,
“The trouble with teacher turnover: How teacher attrition affects students and
schools.” Education Policy Analysis Archives, vol. 27 no. 36 (2019).
Page 11 GAO-22-105816 | Pandemic Learning Loss
SECTION 2 | IMPLICATIONS MOVING FORWARD AND REFLECTIONS
Strategies and Resources
We asked teachers, principals, and parents in our discussion groups and survey what would help them address
ongoing challenges and better prepare for future learning disruptions.23 Four themes emerged from their responses:
student engagement, teacher capacity, parent/family connection, and technology/internet access (see figure).
Strategies and Resources Identified by Educators and Parents for Addressing Ongoing Challenges and
Future Learning Disruptions
Educators and parents said to: Which could address:
• Provide mental health services for students
• Hold students accountable for attendance or participation
Student
• Allow flexibility around the typical school day or year, for Engagement
example expanding summer school options
• Incorporate in-person instruction with students at school
to the extent possible
• Reduce class size or lower student-teacher ratios
• Avoid teachers doing in-person and virtual instructional Teacher
simultaneously Capacity
• Have dedicated teachers for virtual learning or a dedicated
academy for virtual students
• Hire staff focused on communicating with families
• Support more parent / family involvement, for example
through frequent check-ins or home visits Parent / Family
• Provide resources for parents / families, including Connection
workshops on supporting students and financial support like
childcare subsidies so older students can focus on school
• Provide adequate access, including a device for each student
• Train students, families, and teachers to use devices and learning Technology /
platforms Internet Access
• Provide staff and funding to maintain readiness to transition to
virtual learning at any point
Source: GAO analysis of K-12 public school teacher survey and analysis of discussion groups with K-12 public school educators and parents. | GAO-22-105816
Source: GAO analysis of K-12 public school teacher survey and analysis of discussion groups with K-12 public school educators and
parents. | GAO-22-105816
Note: The strategies and resources identified are not generalizable to other educators and parents.
23
Strategies and resources were identified from responses to discussion group topics about looking back on the school year and about
looking forward, as well as from responses to the following open-ended question in our teacher survey: “Given your experiences teaching
during the pandemic, what additional resources would help students to learn successfully in any future disruptions to the typical learning
environment?” We conducted keyword searches of discussion group transcripts and sorted results into themes. Themes discussed by at
least three discussion group participants were then combined into the broader four categories in the figure. The themes identified are not
generalizable to other educators or parents.
Page 12 GAO-22-105816 | Pandemic Learning Loss
SECTION 2 | IMPLICATIONS MOVING FORWARD AND REFLECTIONS
Strategies and Resources (continued)
What We Heard
“ I’m .a| GAO-22-105816
Source: GAO school counselor and I’ve dealt with a lot of kiddos going through a lot of things at home and it was brought to
my attention, but I wasn’t able to assist them…because they were at home and a lot of our mental health specialists—
we didn’t have a lot of them, so they were stretched from here to here and we didn’t have enough.
”
– Urban parent
“ We’ve got to get our adult staff ready first. No matter what that disruption is, making sure they are as comfortable
as they can be for whatever we do, however we do it. Because they really are our star players in this whole thing. And
if we can’t get them set up and ready to go, that’s definitely where we’re going to be behind.
”
– Rural principal
“ So we did collect our computers at the end of the year… we also collected the hotspots and we thought why are
you taking this hotspot away from someone who absolutely needs it for the summer.
”
– Suburban principal
I think a number of the strategies that we’re going to use are things we’re going to do in the future. Now we did do
extended three or four week summer school which we don’t typically do. So we did that targeting as many of these
students as we could.
”
– Suburban principal
“ For me it’s more about having better relationships and communication with the families—with the parents. Like
seeing them once a quarter or once a semester for a parent-teacher conference is not enough. Like you have to have
real relationships with them to communicate like what’s going on and what’s needed to help their children learn.
”
– Urban teacher
Source for quotations: Discussion groups with teachers, principals, and parents of students in public K-12 schools. | GAO-22-105816
Note: The selected comments reflect themes discussed by teachers, principals, and parents in GAO discussion groups and are not
generalizable to other educators or parents.
Page 13 GAO-22-105816 | Pandemic Learning Loss
We are sending copies of this report to the Secretary of Education and appropriate congressional committees. In addition,
this report is available at no charge on the GAO website at https://www.gao.gov. If you or your staff members have any
questions concerning this report, please contact me at (617) 788-0580 or nowickij@gao.gov. Contact points for our Offices
of Congressional Relations and Public Affairs may be found on page 17 of this report.
Sincerely yours,
Jacqueline M. Nowicki, Director
Education, Workforce, and Income Security Issues
Page 14 GAO-22-105816 | Pandemic Learning Loss
List of Committees
List of Committees
The Honorable Patrick Leahy The Honorable Robert C. “Bobby” Scott
Chairman Chairman
The Honorable Richard Shelby The Honorable Virginia Foxx
Vice Chairman Republican Leader
Committee on Appropriations Committee on Education and Labor
United States Senate House of Representatives
The Honorable Ron Wyden The Honorable Frank Pallone, Jr.
Chairman Chairman
The Honorable Mike Crapo The Honorable Cathy McMorris Rodgers
Ranking Member Republican Leader
Committee on Finance Committee on Energy and Commerce
United States Senate House of Representatives
The Honorable Patty Murray The Honorable Bennie G. Thompson
Chair Chairman
The Honorable Richard Burr The Honorable John Katko
Ranking Member Ranking Member
Committee on Health, Education, Labor Committee on Homeland Security
and Pensions House of Representatives
United States Senate
The Honorable Carolyn B. Maloney
The Honorable Gary C. Peters Chairwoman
Chairman The Honorable James Comer
The Honorable Rob Portman Ranking Member
Ranking Member Committee on Oversight and Reform
Committee on Homeland Security and House of Representatives
Governmental Affairs
United States Senate The Honorable Richard E. Neal
Chairman
The Honorable Rosa L. DeLauro The Honorable Kevin Brady
Chair Republican Leader
The Honorable Kay Granger Committee on Ways and Means
Ranking Member House of Representatives
Committee on Appropriations
House of Representatives
Page 15 GAO-22-105816 | Pandemic Learning Loss
APPENDIX I: GAO Related Products
APPENDIX I | GAO RELATED PRODUCTS
Related Products
Pandemic Learning: Teachers Reported Many Obstacles for High-
Poverty Students and English Learners As Well As Some Mitigating
Strategies. GAO-22-105815. Washington, D.C.: May 31, 2022.
Pandemic Learning: As Students Struggled to Learn, Teachers Reported
Few Strategies as Particularly Helpful to Mitigate Learning Loss. GAO-
22-104487. Washington, D.C.: May 10, 2022.
Pandemic Learning: Technical Materials for Teacher Survey and
Discussion Groups with Public K-12 School Principals, Teachers, and
Parents. GAO-22-105817. Washington, D.C.: May 10, 2022.
K-12 Education: An Estimated 1.1 Million Teachers Nationwide Had At
Least One Student Who Never Showed Up for Class in the 2020-21
School Year. GAO-22-104581. Washington, D.C.: March 23, 2022.
K-12 Education: Department of Education Should Help States Address
Student Testing Issues and Financial Risks Associated with Virtual
Schools, Particularly Virtual Charter Schools. GAO-22-104444.
Washington, D.C.: January 31, 2022.
COVID-19: Additional Actions Needed to Improve Accountability and
Program Effectiveness of Federal Response. GAO-22-105051.
Washington, D.C.: October 27, 2021.
COVID-19: Sustained Federal Action Is Crucial as Pandemic Enters Its
Second Year. GAO-21-387. Washington, D.C.: March 31, 2021.
COVID-19: Urgent Actions Needed to Better Ensure an Effective Federal
Response. GAO-21-191. Washington, D.C.: November 30, 2021.
Distance Learning: Challenges Providing Services to K-12 English
Learners and Students with Disabilities during COVID-19. GAO-21-43.
Washington, D.C.: November 19, 2020.
Disaster Recovery: COVID-19 Pandemic Intensifies Disaster Recovery
Challenges for K-12 Schools. GAO-21-62R. Washington, D.C.: October
14, 2020.
COVID-19: Federal Efforts Could Be Strengthened by Timely and
Concerted Actions. GAO-20-701. Washington, D.C.: September 21,
2020.
Data Security: Recent K-12 Data Breaches Show That Students Are
Vulnerable to Harm. GAO-20-644. Washington, D.C.: September 15,
2020.
COVID-19: Opportunities to Improve Federal Response and Recovery
Efforts. GAO-20-625. Washington, D.C.: June 25, 2020.
Page 16 GAO-22-105816 | Pandemic Learning Loss
APPENDIX II: GAO Contact and Staff Acknowledgments
APPENDIX II | GAO CONTACT AND STAFF ACKNOWLEDGMENTS
Contact and Staff Acknowledgments
Jacqueline M. Nowicki
Director, Education, Workforce, and Income Security Issues,
nowickij@gao.gov, (617) 788-0580
Staff Acknowledgments
In addition to the above, Nagla’a El-Hodiri (Assistant Director),
Jennifer Gregory (Analyst in Charge), Sherri Doughty, Maria Gadel,
Aaron Karty, Kirsten Lauber, Jessica Mausner, Jason “Jay” Palmer,
Sara Rizik, Paras Sharma, and Curtia Taylor made key contributions
to this report. Jim Ashley, Elizabeth Calderon, Jill Lacey, Abigail
Loxton, Almeta Spencer, Jeff Tessin, Kathleen van Gelder, and
Khristi Wilkins also made contributions to this report.
Congressional Relations
A. Nicole Clowers, Managing Director, ClowersA@gao.gov, (202)
512-4400, U.S. Government Accountability Office, 441 G Street NW,
Room 7125, Washington, DC 20548
Public Affairs
Chuck Young, Managing Director, youngc1@gao.gov, (202) 512-
4800, U.S. Government Accountability Office, 441 G Street NW,
Room 7149, Washington, DC 20548
Strategic Planning and External Liaison
Stephen J. Sanford, Managing Director, spel@gao.gov, (202) 512-
4707, U.S. Government Accountability Office, 441 G Street NW,
Room 7814, Washington, DC 20548
Connect with GAO
Connect with GAO on Facebook, Flickr, Twitter, and YouTube.
Subscribe to our RSS Feeds or Email Updates. Listen to our
Podcasts.
Visit GAO on the web at https://www.gao.gov.
(105816)
Page 17 GAO-22-105816 | Pandemic Learning Loss
GAO’s Mission
The Government Accountability Office, the audit, evaluation, and
investigative arm of Congress, exists to support Congress in meeting
its constitutional responsibilities and to help improve the performance
and accountability of the federal government for the American people.
GAO examines the use of public funds; evaluates federal programs
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