Learning Loss and Its Solutions: Written Statement of Phyllis W. Jordan (September 20, 2022)

Summary

The written statement of Phyllis W. Jordan, Associate Director of FutureEd at Georgetown University, before the Committee on Education and Labor of the United States House of Representatives for the subcommittee hearing Back to School: Meeting Students' Academic, Social and Emotional Need, September 20, 2022. The statement discusses learning loss during the pandemic and school district and state plans for spending federal Covid-relief aid, particularly the $122 billion allotted for K-12 schools in the American Rescue Plan. It states that FutureEd's research into 5,000 school districts shows that local educators have set priorities for most of the aid and are spending in anticipation of the September 2024 obligation deadline.

Summary drafted by a model from the document's text below and checked by script against that text before publication. It is a navigation aid, not a reading of what the document proves. Where AI is used

Issuer: Congressional materials
Document type: Learning Loss And Its Solutions 9A13Bf9326
Case: Learning Loss And Its Solutions 9A13Bf9326

Cite this document

“Learning Loss and Its Solutions: Written Statement of Phyllis W. Jordan (September 20, 2022).” Original at edworkforce.house.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/learning-loss-and-its-solutions-9a13bf9326/, SHA-256 4b64e9b4931698d31ca00ada89e2a038c119acfe9f5c5229ffc1be5fc8aa029b.

Full text

Written Statement of Phyllis W. Jordan
Associate Director, FutureEd, Georgetown University
Before the Committee on Education and Labor
United States House of Representatives
Subcommittee Hearing: Back to School: Meeting Students' Academic, Social and Emotional
Need

September 20, 2022

Chairman Scott, Ranking Member Foxx, Subcommittee Committee Chairman Sablan, and
Ranking Member Owens and Members of the Committee, thank you for your
invitation to participate in this hearing. My name is Phyllis Jordan, and I am associate director of
FutureEd, a nonpartisan, solution-oriented education think tank at Georgetown University’s
McCourt School of Public Policy. Under the leadership of Thomas Toch, we bring fresh energy
to the causes of excellence, equity, and efficiency in K-12 and higher education on behalf of the
nation's underserved students. We work to produce clear, compelling analysis on key education
issues for policymakers, practitioners, the media, and other key education change agents.

I am honored to be here today to discuss the learning loss that students have experienced during
the pandemic and the plans that school districts and states have developed for spending federal
Covid-relief aid, particularly the $122 billion allotted for K-12 schools in the American Rescue
Plan, to help students recover academically and socially. Our research into 5,000 school districts
has shown that local educators have set priorities for spending most of the federal aid they have
received and are beginning to spend that money in anticipation of the September 2024 deadline
for obligating the funds. While there is concern that the spending in some places has been slow,
we are beginning to see promising practices that suggest this unprecedented infusion of federal
cash will make a difference for students and schools. These positive signs include a renewed
commitment to following the science when we teach reading, the use of targeted financial
incentives to address teacher shortages, increased support for accelerating learning through
tutoring, and a long overdue recognition of the importance of students’ mental health and
emotional well-being to their academic success.

Learning Loss and its Solutions
The impact of the pandemic on learning is clear: National Assessment of Educational Progress
data released earlier this month showed that between 2020 and 2022, reading scores for 9-year-
olds fell by 5 points, the largest drop in over 30 years. In math, scores fell 7, the first drop ever
since the test began in 1970s. The declines were greatest among the students already struggling
in school and among students from low-income families, widening achievement gaps and
creating more challenges for our schools.i Other national and state studies suggest students
showed some recovery in the past school year, but there is still substantial work to do. A study

1
released in May led by researchers Dan Goldhaber and Tom Kane found that students who spent
more time learning remotely experienced bigger learning gaps than those who returned to school
sooner,.ii Beyond the academic indicators, schools saw absenteeism rise over the past year and
student engagement decline.iii Many students experienced anxiety and depression, and teachers
felt stressed out and stretched thin.

But just as the impact on student learning is clear, so are the solutions. A body of research points
educators to interventions that can help students recover academically and socially. We’re seeing
school districts adopt these solutions in their plans for spending the Elementary and Secondary
School Emergency Relief Fund (ESSER III) aid included in the American Rescue Plan.

In our Covid Relief Playbook, released in June 2021, FutureEd highlighted 18 evidence-based
practices that have delivered improvements in instructional quality, school climate, student
attendance, or student achievement—and sometimes all four.iv

Among the most common we see in ESSER III plans are:

Tutoring: High-impact tutoring can boost academic achievement, social-emotional
development, and other outcomes. While tutoring can take many forms and often includes a
mentoring component, Brown University’s National Student Support Accelerator defines high-
impact tutoring as “a form of teaching, one-on-one or in a small group, toward a specific goal”
that supplements, but does not replace, classroom instruction.v Tutoring is most effective when
it: occurs during the regular school day; includes at least three sessions per week for the duration
of the school year; occurs in groups of four or fewer students; has students work with the same
tutor over time; provides tutors with pre-service training, oversight, ongoing coaching, and clear
lines of accountability; uses data to inform tutoring sessions; uses materials aligned with research
and state standards.

Summer Learning: Research shows that well-designed summer programs lead to gains in
reading and math and support the social-emotional development of students when students attend
regularly. A study of several programs by the RAND Corporation suggests that the most
effective summer programs run for at least five weeks, preferably six, and provide at least three
hours a day of academic instruction—a standard few districts currently meet. Students who
attend at least 80 percent of the summer classes and return in subsequent summers achieve the
best results. Many successful programs combine academic with enrichment activities, often in
partnership with community organizationsvi.

Afterschool Programs: Researchers have found that regular participation in afterschool
programs was associated with gains in math achievement test scores for elementary and middle
school students over two years, when compared to students who dropped into programming but
were not consistently supervised.vii Elementary and middle school students who regularly.
Afterschool programs serving 10 to 20 students and offering 70 to 130 hours of additional
instructional time annually are most effective, but programs that offer 44 to 100 hours annually
are also likely to have an impact.

What It Means to be Evidence-Based

The ARP explicitly calls for districts to use evidence-based practices, using the four levels of
evidence described in the federal Every Student Succeeds Act (ESSA). Strong evidence requires

2
randomly assigning groups of similar students to receive an intervention while other students
continue as usual. Moderate evidence involves research comparing similar groups but no random
assignment. Both of these levels must involve at least 350 students across several sites.
Promising evidence provides a correlation to positive results but lacks either similar comparison
groups or the size of the stronger research. Finally, ESSA and ARP, allow districts to use a lower
level of evidence, which has no research yet but offers a rationale that the intervention can yield
positive results. In some cases, the intervention may be too new to have the support of rigorous
study, though there may be evidence from a similar study to suggest the approach might work.
These four levels of evidence give schools and districts wide latitude to adopt interventions that
can help students recover academically and socially from the damage done by the pandemic.
Implemented effectively, these proven practices can provide substantial returns on state and local
Covid-relief investments.

Trends in Spending ESSER III Funds
When it comes to Covid-relief spending, there are three key questions we need to answer. The
first is how do districts and charter organizations plan to spend this unprecedented infusion of
federal money to address learning loss? That’s a question on which we have quite a bit of
information to share. The second question is what actual spending looks like, both in terms of
how quickly districts are spending and whether they’re staying true to their plans? The answer is
starting to emerge, but it’s incomplete. The third question, and probably most important, what
will the impact of this investment be on student achievement? It’s early, but we’re seeing some
promising signs that this evidence-based work is helping with academic recovery and that states
and districts are spending some of the federal money to provide proof points on what is effective.

Plans and Priorities

Before districts received any of the American Rescue Plan ESSER money, they were required to
submit spending plans to their state education agency. These spending plans provide a window
into the priorities that local educators are assigning to this $122 billion program. FutureEd
analyzed a national sample of 5,004 local spending plans from districts and charter organizations
serving 74 percent of the nation’s public school students. The data base, compiled by the Burbio
data services firm, breaks down planned spending into about 100 categories, allowing us to see
not only what districts and charters plan to spend on, but how much they plan to spend. FutureEd
also examined the planned spending based on student poverty levels, geographic setting and state
partisan lean. While these plans can and likely will change somewhat, the size of the sample
yields valuable insights into how districts are prioritizing needs and how communities can hold
local leaders accountable for spending the federal money effectively.

While new athletic facilities made headlines, our analysis shows that such expenditures make up
very little of the money that districts have designated. Instead, local education agencies intend to
use the bulk of their Covid-relief funds in ways that can not only improve student outcomes but
also address longstanding needs. viii

If the trends continue through the September 2024 deadline for committing ESSER III funds, we
expect to see:
• More than $27 billion on academic interventions, especially summer learning, afterschool
programs and tutoring

3
• More than $30 billion on teachers and staffing, much of which goes to learning loss
priorities such as hiring academic coaching or reducing class sizes
• Nearly $26 billion on school facilities and operations, particularly ventilations upgrades.

Academic Recovery Spending

With the American Rescue Plan’s requirement that schools spend at least 20 percent of the
federal aid to address learning loss, we’re seeing considerable investment in academic recovery
strategies:

• Summer learning and
afterschool programs
make up nearly a
quarter of the academic
recovery spending,
with about $3.7 billion
earmarked for those
categories. That
number could be
expected to grow to
$6.3 billion nationwide.

• Tutoring and coaching
for math and English
language skills

4
comprise another 12 percent, or $1.8 billion, which could eventually reach $3 billion if
trends hold true. Many districts also set aside additional money for staffing these
programs.

5
District Priorities for Academic Recovery

Beyond funding levels, we also looked at the numbers of districts designating funds for the
evidence-based, academic recovery interventions. About 60 percent of the school districts and
charter organizations in the sample plan investments in summer learning, afterschool programs
or both. More than 300 plan to extend the school year or add weekend classes. In addition to our
analysis of the national sample, FutureEd did a detailed review of plans for the 100 largest local
education agencies, including one large charter organization, to see how the spending broke
down.ix We found most
districts put money toward
summer learning, though the
investments varied in length
and strength. Some districts
offered little more than the
traditional summer school,
with opportunities to take an
extra class or make up for a
course failure. But others had
robust programs that
combined recreation, arts and
learning to help students
recover academically. Many
had a social aspect aimed at
helping student re-connect
and re-engage with school.

About a third of the districts nationally are earmarking funds either for tutoring or academic
coaching. The percentage rose to two thirds when we reviewed plans for the 100 largest school
districts.x We saw a big emphasis on tutoring in early reading for the youngest students and in
math for secondary school students. Districts are drawing on tutors from a range of sources,
tapping existing staff, college students, volunteers, and community organizations. Several
districts are using national service workers provided through AmeriCorps.
The district-level plans for academic recovery comes on top of the ESSER funds that states are
spending to address learning loss. The American Rescue Plan requires states collectively to
reserve $1.2 billion of their ESSER allotment for summer learning and $1.2 billion for
afterschool programs, as well as $6 billion overall for addressing learning loss. In many states,
this is taking the form of grants to local school districts and charters, as well as community-based
organizations, such as Boys & Girls Clubs and the YMCA. At least 37 states earmarked money
for tutoring efforts. Some states, Tennessee and Arkansas among them, are using their ESSER
money to launch tutoring corps.

6
How Poverty Levels Influence Academic Spending

When we broke down the academic recovery spending based on the district’s poverty rate we
found some distinct differences. We used U.S. Department of Education figures showing the
proportion of children in each district, ages 5 to 17, eligible for Title I funding. We found that the
higher the poverty rate, the more likely a district is to use ESSER aid for new instructional
materials. We believe that some of these traditionally under-resourced districts are using the
money to address some
longstanding needs.

Afterschool and summer learning
programs top the list of what
more affluent districts are
planning to spend on academic
recovery, our analysis shows. To
be clear, the districts with more
children in poverty are also
spending on extended learning
time, but they’re putting a greater
share of their funds toward
instructional materials.

How Location Influence Academic Recovery Spending

FutureEd also examined Covid-relief spending patterns using the National Center for Education
Statistics’ four classifications of school district settings—city, suburban, towns, and rural.xi

We found that rural districts were less likely to spend on extended time solutions, like
afterschool, summer learning, and
tutoring. About 34 percent of city
districts and charters are planning
to spend on afterschool programs,
compared to 30 percent in suburbs,
28 percent in towns and 23 percent
rural communities. A slightly
higher share of city education
agencies, 28 percent are planning
to spend on tutoring, compared to
24 percent in suburban and rural
communities and 24 percent in
towns.

7
The transportation challenges rural districts face may shape their strategies—it’s harder to keep
student for afterschool and summer programs when bus routes run across wide swaths of rural
areas. The rural school districts in the sample were more likely than their urban counterparts to
spend on instructional materials and assessments—which ranges from standardized testing to
classroom progress checks.

How Partisan Lean Influences Academic Recovery Spending

We broke down states by partisan lean using FiveThirtyEight’s ranking of how states voted
relative to the rest of the country in a mix of recent elections.xii We found some notable
similarities: nearly the same percentage of local education agencies in red and blue states
earmarked ESSER III funds for social-emotional learning.xiii Both have made hiring and
rewarding teachers their top priority and plan to spend at similar rates on tutoring, teacher
training and new school infrastructure. Red states are actually more likely than blue states to
earmark funds for teacher bonuses and student assessments—counterintuitive findings given
many conservatives’ opposition to testing in recent years and their fraught relationship with the
teaching profession.

More than half of districts in blue states
intend to spend on summer learning
programs, making it their top learning-
loss strategy and their No. 3 priority
overall. By contrast, 38 percent of
districts in red states plan to spend on
summer learning, and it ranks No. 6 on
their list of priorities. Spending on
afterschool programs is also more
common in blue states than their more
conservative counterparts. Roughly 40
percent of districts in red states plan to
purchase instructional materials,
software and curriculum. This
compares to about 30 percent of blue-
state districts.

Staffing Priorities for Academic Recovery

Our analysis found that school districts and charter organizations plan to invest heavily in hiring
and rewarding teachers and other staff who can support academic recovery. Nearly $30 billion or
27 percent of the spending in the national representative will go toward staffing, with a third of
that going for teachers and academic staff. Districts are also spending on recruitment and
retention efforts to ensure they have enough teachers to support student needs and on
professional development for new curriculum and instructional techniques.

Overall, 60 percent of the school districts and charter organizations in the nationally
representative sample are planning to spend Covid-relief funds on hiring and rewarding teachers,
academic specialists and guidance counselors, making it the most popular choice across the
different geographic settings and most poverty levels. Our review of the 100 largest districts

8
provides some nuance to this picture, which we will share in a forthcoming report. We found that
at least 63 districts earmarked money for hiring: about half bringing in teachers and half
academic specialists, typically elementary school reading or math coaches. Some districts are
hiring teachers to reduce class sizes, sometimes on a short-term basis for social distancing as
well as to improve student learning. This comes despite the fact that ESSER spending will expire
in 2024, leaving districts without the money to pay extra staff. Some district plans specify that
the new hires will be temporary positions, but others are less clear.

At least 29 of the largest districts promised retention bonuses to teachers and staff, and in at least
13 places those bonuses are targeting hard-to-fill specialties, like special education and high
school science and math, or hard-to-fill schools. A few places are providing bonuses to effective
teachers. Bonuses are a more sustainable spending approach than permanent salary hikes that
will be hard to continue when the federal aid is spent. But the across-the board bonuses that
many districts have embraced are not as effective as the more targeted approaches.

Investing in Mental and Physical Health

Beyond academics, many districts are helping students recover from the isolation and trauma of
the pandemic, a priority that President Biden stressed in his State of the Union address and a
subsequent initiative to address youth mental health. Mental and physical health spending—on
such priorities as social-emotional learning, testing and vaccines—add up to about $4 billion of
the spending designated so far, a figure projected to rise to $7 billion if trends continue. About a
third of local education agencies in the database list social-emotional learning in their spending
plans. That includes, funding for curricula, classroom materials, and training. On top of that
more than a third of the sample are planning to bring psychologists or mental-health
professionals into schools to work with students, adding another $1.3 billion to the designated
spending and $2.2 billion to projections.

Our breakdown of districts by poverty level found the more affluent districts are more likely to
spend Covid-relief money on mental-health services than their higher-poverty counterparts.
About 40 percent of the most affluent quartile of districts are earmarking money to provide
psychologists and other mental health professionals to help students and staff deal with
pandemic-related trauma, compared to 32 percent of the highest poverty quartile. When we
looked across geographic settings, we found city and suburban communities more likely to
designate Covid-relief dollars for mental health professionals and social-emotional learning
programs than their counterparts in rural areas and towns.

Spending on Facilities and Operations

Nearly a quarter of the spending designated would pay for facilities and operations priorities,
particularly upgrades to heating, ventilation and air conditioning (HVAC) systems—a use
explicitly allowed under the American Rescue Plan. More than $5.7 billion is earmarked for
these projects, which could reach $9.7 billion by the time the ESSER III money is spent. Another
$2.8 billion is set aside for “repairs that prevent illness,” a priority that includes lead abatement,
removing mold and mildew, improving bathrooms, or replacing leaking roofs, which is projected
to reach $5 billion.

More than half the districts in our analysis expect to spend money on HVAC, which is a top-
three priority in every region of the country. The plans range from thousand-dollar investments

9
in filters that block the spread of the virus to multi-million-dollar plans for replacing entire
HVAC systems. The higher the poverty rate in a district’s student population, the more likely its
administrators are to devote the federal aid toward renovating aging ventilation systems and
other repairs to schools, our analysis showed. As with instructional materials, this may reflect the
pent-up need for repairs to aging systems.

In addition to mitigating the spread of Covid, better ventilation can contribute to better student
outcomes. We saw how schools in Philadelphia and Baltimore shut down at the start of this
school year because air conditioning systems weren’t working. Research shows that learning
suffers when students are too hot or too cold in the classroom.xiv Mold and mildew contribute to
absenteeism, especially for students with asthma—the No. 1 cause of student absences before the
pandemic. Exposure to lead, through contaminated water or peeling paint, can contribute to
learning delays and behavioral problems. Fixing these problems can ultimately create safer,
healthier learning environments.

Our analysis of spending plans shows us that local educators have a clear sense of how they
expect to use the federal aid through the September 2024 deadline for obligating the funds.
Given the learning loss that many students have experienced, policymakers and educators
naturally feel some urgency to spend money for academic recovery as quickly as possible. The
latest data from the U.S. Education Department portal shows that across the three rounds of
ESSER funds, $56 billion or about 30 percent has been used as of late July. For ESSER III,
about $17.1 billion or about 14 percent has been spent.

In considering these trends, it’s important to keep a few things in mind. First reporting lags
behind actual spending, as do district requests for reimbursement. Plus, the spending totals don’t
reflect what’s committed for the years ahead. Delays in state allocations and the requirements of
federal procurement rules can also slow down the spending process.

What’s more, some districts that have access to the money can’t find the people they want to
hire. The pandemic has exacerbated longstanding shortages in critical teaching areas, particularly
special education, science and math. And with many districts hiring more teachers and
specialists, there are more positions to fill. One superintendent told us how larger districts were
poaching some of his strongest teachers. While we haven’t seen the exodus of teachers that many
pundits predicted, many districts are struggling to fill their vacancies. Districts are also having
problems finding tutors and staffing summer and afterschool programs—slowing down their
ability to spend money on these priorities.

Promising Practices
After two years of ESSER spending, we have begun to see some promising policies and practices
from states and school districts that could warrant future funding.

They include:

The science of reading: The evidence-based notion that children learn to read better when
they’re taught the sounds that letters and syllables make has gained traction again in recent years.
The infusion of Covid-relief dollars has supercharged efforts to train teachers and buy the
materials needed for this phonics-based approach. Richmond, Virginia, for instance, is putting
more than half of its $122 million ESSER III allotment toward a literacy push, which includes

10
training teachers on powerful curriculum known as LETRS or Language Essentials for Teachers
of Reading and Spelling. North Carolina is putting $12 million of the state’s ESSER share
toward LETRS training. This training—and its impact on students—will last long after the relief
money is gone.

Targeted bonuses: After decades of paying every teacher on a single scale, post-pandemic
shortages and the availability of federal funding have led increasing numbers of districts to target
extra pay for hard-to-fill slots. Houston, for instance, is using its ESSER money to offer added
bonuses for teachers qualified for special education, English language classes and upper level
math and science. The school district is also offering $15,000 bonuses to teachers who will lead a
team of instructors, providing a level of teacher collaboration and coaching that is crucial to
promoting good learning. Detroit is offering $15,000 recurring bonuses for special education
teachers. These steps are more effective in addressing shortages while maintaining the quality of
instruction than small across-the-board bonuses for all staff members or lowering entry standards
to the teaching profession by, for example, eliminating requires that applicants have college
degrees.

Intensive tutoring: The need to catch students up academically post-pandemic has led to a
resurgence of tutoring, one that has come with a heightened awareness of evidence-based
tutoring practices.xv A good example is Tennessee, where officials used the state’s share of
earlier rounds of federal Covid-relief funding and other resources to earmark an estimate $200
million for the Tennessee Accelerating Literacy and Learning (TN ALL) Corps. The state
initiative, established by the Tennessee legislature, recruits tutors, develops content for lessons,
and provides matching grants to local education agencies. The state set evidence-based standards
for the program, including requiring that students receive at least two sessions a week for 30 to
45 minutes each, with no more than three students in elementary school and four in middle
school working with a tutor at one time. At least 82 percent of Tennessee's school districts signed
on for the initiative, and an analysis by Tennessee SCORE suggests that about half the districts
they reviewed are using evidence-based practices.

Attention to student mental health: Educators have said for years that students need more
support managing the mental health problems they bring to school. The ESSER funding is
delivering billions of dollars in support. We see places like the Poway Unified School District in
the San Diego area, which is earmarking nearly $10 million of its $17 million ESSER III
allotment for hiring social workers, psychologists and counselors in its 38 schools. The Hot
Springs School District in Arkansas, which is spending $1.2 million of its $21 million allotment
to employ therapists in some of its six schools.

This comes on top of money spent for social-emotional learning and school climate initiatives.
The next two years should show us the impact of increased mental health support. If that impact
is strong, we suggest that the federal government provide more funding for these programs and
that the government simplify the Medicaid reimbursement process to make it easy to recover
money spent on eligible students.

Making the case for these initiatives requires evidence that they are working. Some states,
particularly Connecticut and North Carolina, are spending some of their state ESSER allotment
to assess interventions that districts are using. They’re tapping the expertise of researchers within
their states, and asking for a quick turn around on the findings, so they can use the results to
adjust their approach, increase spending or shift priorities. The U.S. Department of Education is

11
also conducting research, as well as sharing existing evidence on effective practices. Ultimately,
the goal is to emerge from the pandemic with stronger evidence of what works to improve
learning outcomes, especially for our most underserved students.

i
NAEP Long-Term Trend Assessment Results: Reading and Math, National Center for Education Statistics. Sept. 1,
2022 https://www.nationsreportcard.gov/highlights/ltt/2022/
ii
The Consequences of Remote and Hybrid Instruction During The Pandemic. Harvard University Center for
Education Policy Research. May 2022. https://cepr.harvard.edu/road-to-covid-recovery
iii
Present Danger: Solving the Deepening Absenteeism Crisis, FutureEd, May 24, 2021. https://www.future-
ed.org/present-danger-solving-the-deepening-student-absenteeism-crisis/
iv
Covid Relief Playbook: Smart Strategies for Investing Federal Funding, FutureEd, June 28, 2021.
https://www.future-ed.org/covid-playbook/
v
Equalizing Access to Quality Tutoring, National Student Support Accelerator, Brown University.
https://studentsupportaccelerator.com
vi
RAND Corporation, Every Summer Counts: A Longitudinal Analysis of Outcomes from the National Summer
Learning Project, 2020. https://www.rand.org/pubs/research_reports/RR3201.htm
vii
Outcomes Linked to High-Quality Afterschool Programs: Longitudinal Findings from the Study of Promising
Afterschool Programs, University of California, Irving, October 2007. https://www.purdue.edu/hhs/hdfs/fii/wp-
content/uploads/2015/07/s_iafis04c04.pdf
viii
Financial Trends in Local Schools Covid-Aid Spending, FutureEd, updated July 7, 2022. https://www.future-
ed.org/financial-trends-in-local-schools-covid-aid-spending/
ix
School Districts’ Post-Covid Strategies for Summer Learning, FutureEd, May 2, 2022. https://www.future-
ed.org/school-districts-post-covid-summer-learning-strategies/
x
An Analysis of Local School Districts’ Ambitious Post-Covid Tutoring Plans, FutureEd, April 5, 2022.
https://www.future-ed.org/an-analysis-of-local-school-districts-ambitious-post-covid-tutoring-plans/
xi
Covid Aid Spending by City, Suburban, Rural Districts, FutureEd, updated June 20, 2022. https://www.future-
ed.org/covid-aid-spending-trends-by-city-suburban-rural-school-districts/
xii
How Red or Blue is Your State? FiveThirtyEight, May 27,2021. https://fivethirtyeight.com/features/how-red-or-
blue-is-your-state-your-congressional-district/
xiii
Covid School Aid Spending Trends in Red, Blue States. FutureEd, June 30, 2022. https://www.future-
ed.org/covid-school-aid-spending-trends-in-red-blue-states/
xiv
Why Investing in Ventilation Could Pay Dividends for Learning, FutureEd, May 4, 2021. https://www.future-
ed.org/why-investing-in-ventilation-could-pay-dividends-for-learning/
xv
Smart State Strategies for Building Intensive Tutoring Systems, Education Trust, Education Reform Now and
FutureEd, February 14, 2022. https://www.future-ed.org/promising-practices-smart-state-strategies-for-building-
intensive-tutoring-systems/

File and source

File: Learning-Loss-and-its-Solutions-9a13bf9326.pdf
Size: 886,683 bytes
SHA-256: 4b64e9b4931698d31ca00ada89e2a038c119acfe9f5c5229ffc1be5fc8aa029b
Our copy: Learning-Loss-and-its-Solutions-9a13bf9326.pdf
Original: edworkforce.house.gov