During COVID-19 school disruptions, schools can take steps to ensure students continue to progress academically whether at home or at school¶

Claim · All claims
Evidence · 1 study · review r? · q1
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Schools transitioning to blended learning environments during COVID-19 can take steps to ensure that students continue to progress academically whether at home or at school. → Regional Educational Laboratory Mid-Atlantic 2020

Evidence¶

Regional Educational Laboratory Mid-Atlantic 2020¶

Regional Educational Laboratory Mid-Atlantic. (2020). Keeping Pace: Strategies for Ensuring Equitable Continuity of Learning During the COVID-19 Pandemic, Fact Sheet. Regional Educational Laboratory Mid-Atlantic. https://ies.ed.gov/ncee/edlabs/regions/mid-atlantic

q1 · i? · review · r?

A fact sheet published by Regional Educational Laboratory Mid-Atlantic in July 2020 frames its purpose as highlighting "evidence-based and promising practices" for local education agencies developing or updating continuity of learning plans; it reports no data or study results.

"What steps can schools take to ensure that students continue to progress academically whether at home or at school? This fact sheet highlights evidence-based and promising practices that local education agencies can consider when developing or updating their continuity of learning plans."

Discussion¶

Related Claims¶

• COVID-19 school closures highlighted the need to understand promising remote learning strategies when no classroom alternatives exist — related
• Saga blended tutoring produced large positive impacts on algebra scores in one district and geometry scores in another, but no effects on two other standardized tests — a narrower finding that bears on this claim
• Implementation analysis identified student engagement as a challenge for technology-driven tutoring programs — related
• In-person learning in Pennsylvania LEAs expanded as the 2020–2021 school year progressed — related
• COVID-19 school closures will likely impact student academic achievement — related
• The report positions family engagement as an often-underutilized strategy for supporting student academic growth during COVID recovery — related
• Remote interventions were being considered as a means to support equity and inclusion during COVID disruptions — a narrower finding that bears on this claim
• ICCSD implemented PLTW computing curricula at a growing set of schools, with COVID-19 slowing progress in Years 2 and 3 — related
• Progress monitoring is needed to guide next steps in planning and providing instruction and interventions — related
• Remote proctoring supported assessment continuity and uninterrupted student progression during institutional closures — a narrower finding that bears on this claim
• Some blended learning interventions improve student outcomes, but whether a positive effect exists varies across interventions and domains of achievement — related
• Evidence on what works in remote learning is scant, prompting schools and teachers to try many approaches — related