Post-pandemic summer school is studied for its effects on student achievement and district academic recovery¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The brief examines the effects of post-pandemic summer school on student achievement and district recovery. → Emily Morton 2025

Evidence¶

Emily Morton 2025¶

Emily Morton, Dan Goldhaber, Andrew McEachin, Thomas J. Kane. (2025). School's in for Summer: A Scalable and Effective Post-Pandemic Academic Intervention. NWEA research brief. https://www.nwea.org/research/publication/schools-in-for-summer-a-scalable-and-effective-post-pandemic-academic-intervention/ doi:10.63302/wsun5218

q2 · i? · causal · r?

The brief's own description states it "looks at the effects of post-pandemic summer school on student achievement and district recovery". Only the abstract-level description was available in the supplied text; no effect sizes, sample sizes, or test statistics are printed, so the magnitude of any effect cannot be reported here.

"New research report looks at the effects of post-pandemic summer school on student achievement and district recovery, how program design and implementation aligned with recommended best practices"

Discussion¶

Related Claims¶

• The brief compares the scale and impact of summer school with other interventions such as tutoring — related
• The brief evaluates how summer program design and implementation aligned with recommended best practices — related
• The 2022-23 school year showed stalled progress toward pandemic recovery in student achievement — related
• Districts are collecting, monitoring, reporting and learning from unprecedented COVID-recovery interventions, with more than 40 state plans approved — related
• The “From loss to recovery” brief examines two components of school recovery post-COVID to understand diverging recovery patterns across schools — related
• Post-COVID school recovery varies across schools in both the size of initial achievement declines and the size of subsequent gains — related