Now Is the Time To Implement Pandemic Learning Loss Recovery Efforts; Schools Continue To Fall Behind

As turmoil continues within the education system, we are inching closer to the expiration of funds allotted to support students’ recovery from pandemic-related learning loss. A recent Bloomberg opinion piece says schools are “missing their chance.”

Since the start of the pandemic, Congress has granted nearly $200 billion in relief funds. However, millions and millions remain unspent. Unfortunately, Elementary and Secondary School Emergency Relief funds have to be allocated by the end of September 2024. The funds must be spent by January 28, 2025. If schools do not use the designated ESSER funds, they will simply go away come the deadline.

Because funding came quickly, at a larger scale and with less specificity, many flaws can be found in the initial efforts that were executed.

“The size of these programs hid basic flaws. The ARP required that school districts devote 20% of their relief funds to ‘addressing’ learning loss, but didn’t specify benchmarks for measuring student progress or consequences if schools failed to meet them,” the article said. “In the absence of clear rules, districts have used the funds to repair buildings, pay staff salaries and upgrade sports facilities. Some districts have used their pandemic aid to make up for budget shortfalls caused by declining student enrollment in failing schools.”

Learning loss recovery efforts

In the case of support plans that do focus on supporting children in need, there remains an efficacy gap. Plans that are developed and deployed quickly tend to be less effective, offering in-the-moment solutions rather than efforts that will adequately address long-term challenges.

Tutoring companies are available for services like homework help, but this is not equivalent to real, focused education. True learning deficits require focused, intentional instruction which is plainly different from homework support. Even when students did take advantage of the homework support, fewer than 10% of students used on-demand help even a single time.

Alternately, Sylvan learning has partnered with many school districts to implement research-based, effective tutoring programs that accelerate student learning. When students are enrolled in a Sylvan program, they receive support tailored to their needs and participate in pre-and post-tests to accurately measure their growth.

Student support and progress

Some communities have access to proven academic support, but the overarching view is still worrisome. The most recent National Assessment of Educational Programs (NAEP) scores show a nationwide decline in achievement, reflecting two decades of learning progress lost.

Further, at-risk students continue to experience a more intense version of the challenge at hand. Those already vulnerable to the equity gap were most affected by disruptions. Mechanisms in place to address the equity gap were already failing; the pandemic only made the gap worse. In addition to available funding resources, districts will need to develop a new strategy to specifically address the unique needs of at-risk students.

It will take much more than a year and a half to fully recover, especially for students who are even further disadvantaged. Though students are already struggling, schools are showing a lack of ability or willingness to utilize available resources. Alternately, the schools that are able to use the funds are typically relying on the implementation of unfocused, under-researched and slow-moving programs. This hinders learning recovery, and is a poor use of rapidly-dwindling funding.

With over four decades of practical experience, Sylvan can work with schools to determine the most effective way to achieve the unique goals of each community. With variables like scheduling, student and teacher selection, and time utilization, a program can be catered specifically to each school’s needs.

Utilizing available funds

While many schools are currently “missing their chance,” there is still a reasonable amount of time left to make meaningful changes. Currently, less than 15% of funds from 2021 have been spent. “At that rate, schools could wind up with as much as $20 billion unspent by September 2024, the deadline for allocating the funds. While the next Congress may extend the deadline, there’s no guarantee it will,” the article said.

On a foundational level, leaders in the space must recognize where the gaps are, take steps to measure baseline levels and identify which students are most behind. From here, a plan can be created to actually utilize the available funds. Again, partnering with a third party like Sylvan can be incredibly empowering in these scenarios, especially when schools have a plan and funds ready, and the only missing gap is educators.

As the teacher shortage remains a pervasive issue within the education space, supplemental education companies may be able to fill the gap. These companies can often source qualified educators and make plans to extend school days, offer Saturday school or run summer school programs.

Realistically, academic recovery cannot be achieved before the current 2024 funding expiration date. Even if funds are used well, there is only so much that can be done within the traditional 180-day school year. It is impossible to fit an extra year and a half of learning into two school years that are already full of ambitious goals and tight schedules.

From this place, larger community involvement will be beneficial. Parents, schools and communities alike can advocate for children to have access to supplemental education support that occurs outside the bounds of the standard school calendar.

Further, community accountability may encourage the larger systems to better utilize the resources at hand. “States should require that school districts publicize their spending plans and see to it that remaining relief funds are poured into classroom instruction, rather than non-academic priorities,” the article said. “Congress should hold regular hearings on how states and local school systems are spending relief funds and work with the Biden administration to create a publicly accessible scorecard to track districts’ progress and call attention to schools that underperform.”