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U.S. Department of Education

U.S. Department of Education

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# Raise the Bar: Accelerate Learning for Every Student

# Raise the Bar: Accelerate Learning for Every Student

                                    -        *Goal: Accelerate learning for every student: Attain student  achievement levels that exceed pre-pandemic performance and close underlying  achievement and opportunity gaps.* The Problem**Raise the Bar One-Pagers**EnglishEspañol
  As a result of the  pandemic’s impact on our schools, students are, on average, two to four months  behind in reading and math, with students of color, students from low-income  backgrounds, and students who are presently and historically underserved even  further behind. 
 Our Strategies
  The Department is committed to bring student  learning beyond pre-pandemic levels and to help close underlying opportunity  and achievement gaps by ensuring states and districts deploy federal pandemic  relief funds in evidence-based ways, promoting promising practices, and  providing technical assistance and opportunities for new or continued grant  funding. Robust investments and strategic action in the areas below represent  key levers to ensure all students can achieve academic excellence and thrive. 
 High-Quality  Tutoring, Afterschool and Summer Learning:
  Decades of research  point to high-quality tutoring as an evidence-based strategy to help students increase  their achievement in math and reading. Tutoring can provide students who have  lost ground during the pandemic with the individualized supports they need to  catch up. Evidence suggests that the most effective tutoring is high-dosage  tutoring that a dedicated and consistent staff of tutors—such as teachers,  paraprofessionals, and volunteers who have significant training and ongoing  support—can provide during the school day. 

  The visualizations below  highlight the percentage of schools that are implementing high-dosage tutoring  programs according to a recent survey and evaluation by RAND. The visuals show  that across the country, 53 percent of principals reported implementing  tutoring programs in the 2022-2023 school year. Importantly, the visuals also  show that 62 percent of schools serving a majority of students from low-income  backgrounds are implementing high-dosage tutoring. 

**Results Summary of the National Partnership for Student Success Principal Survey as analyzed by the Johns Hopkins Everyone Graduates Center**(visualization provided by the NPSS)

 

**Percentage of Schools Offering High Dosage Tutoring by Free or Reduced Lunch Status**(visualization provided by the NPSS)

 

**Progress Toward Meeting the President's Goal of 250,000 Adults in NPSS Roles**(visualization provided by the NPSS)

 

  The Department will continue its leadership  along with AmeriCorps and the Johns Hopkins University Everyone Graduates  Center, through the National Partnership for Student Success, to help states, districts, and  community-based organizations improve, expand, and scale high-quality programs  that leverage well-trained tutors, mentors, student success coaches, integrated  student support coordinators, and post-secondary transition coaches to support  students, with the aim of meeting the President's goal of an additional 250,000  adults serving in these vital roles.
School Pulse Panel Tutoring Data
Last December, through its School Pulse Panel, the Department’s Institute for Education Sciences collected data on schools’ academic recovery efforts and 37% of schools reported providing high-dosage tutoring. School Pulse Panel data was collected in December of 2022 and accurately reflected data from that year. The Johns Hopkins/RAND data reflect the 2022-23 school year. 

**Achieving Academic  Excellence Through Tutoring, SY 2022-2023**(download data as a spreadsheet)

  Afterschool and summer  learning programs also have always supported students’ academic, social, and  emotional growth. These programs have never mattered more, though, as our  nation’s students continue to recover from the pandemic. These programs give  students additional opportunities for the introduction of content, the  reinforcement of knowledge and skills, or the recovery of lost instructional  time. Across the country, districts are implementing fun and engaging programs  that provide enrichment opportunities to students.

  Given the importance  of these program, the School Pulse Panel has been collecting information from a national sample of elementary,  middle, and high schools on the implementation of afterschool and summer learning  programs. The School Pulse Panel is a monthly data collection that began as a response to  the pandemic. The visualizations below show the percentage of public schools  implementing these programs overall and by region, school level, and location  in the 2022-2023 academic year. 

**Achieving Academic Excellence Through After-school Programs, SY 2022-2023**(download data as a spreadsheet)

**Achieving Academic Excellence Through Summer Learning Programs, Summer 2022**(download data as a spreadsheet)

  The Engage Every Student Initiative, a collaborative effort among more than 20  organizations, is helping communities use American Rescue Plan (ARP) funds,  alongside other state and local funds, to ensure that every child who wants a  spot in a high-quality, out-of-school-time program has one.  

  Additionally,  the Comprehensive Center Network is creating a community of  practice for cross-agency  teams from states and the Department of Education that are committed to  ensuring students benefit from funds that can help to advance summer learning, afterschool,  and other out-of-school-time programs.
 Technical  Assistance:
  The  Department of Education will leverage Comprehensive Centers, the Regional  Educational Laboratory (RELS) Programs, and the Individuals with Disabilities  Education Act (IDEA) technical assistance centers to provide technical  assistance to districts to implement evidence-based strategies that promote  academic recovery.
- The   Department’s Comprehensive Centers :
This 
collection of best practices
 about implementing effective tutoring programs        offers information and tools that can be applied immediately to classroom        practices and to district or state policies.
This 
community of practice
 consists of cross-departmental teams from state        educational agencies that are actively engaged in identifying and        collectively addressing problems of practice through evidence-based        interventions that can ensure the effective and sustainable use of ARP        funding to support learning recovery and acceleration.
The Accelerated Learning Work        Group developed a guide that includes information about how state        educational agencies are accelerating students' learning. Learn more        about these practices 
here
.

- The Department’s Institute of       Education Sciences (IES):
The 
Leveraging Evidence to Accelerate        Recovery Nationwide Network
 (LEARN        Network) is supporting efforts to adapt and scale evidence-based        practices that have the potential to accelerate learning for K-12        students most affected by the pandemic.
The 
Prekindergarten Through Grade 12        Recovery Research Network
 is        working directly with state and local educational agencies to support        their recovery efforts and provide evidence to help assess and improve        those efforts.
The 
Community College Recovery Research        Network
 is collaborating with        community college systems to provide evidence-based recovery activities        that address the declines in postsecondary enrollment and academic        progress that occurred during the pandemic.
This 
Dear Colleague Letter
 from IES to chief state school officers outlines        the technical assistance and program evaluation services that are        available to state educational agencies, at no cost, through the REL        Program.

Sampling of ARP  Funding Highlights:- The Department of Education       distributed, in record time, $122 billion in ARP funds to all 50 states,       the District of Columbia, and Puerto Rico to help K-12 schools reopen,       stay open, and address lost instructional time and students' needs.
- Because of this historic       investment, the Department helped all public elementary and secondary       schools reopen for full-time, in-person learning. When the President took       office in January 2021, only 46 percent of our nation's K-12 schools were       open for full-time, in-person learning.
Grants and Resources:- The Department's guide,  Strategies for Using American Rescue Plan       Funding to Address the Impact of Lost Instructional Time , focuses on strategies to support local efforts in       effectively using ARP Elementary and Secondary School Emergency Relief       (ESSER) funds.
- The Department's  Best Practices Clearinghouse  includes hundreds of examples of how schools are       using ARP funds to support academic and mental health recovery that can be       helpful for school leaders and communities across the country.
- The Department is providing       $182 million in  new grant awards  to 30 school districts, institutions of higher       education, and nonprofit organizations as part of the  Education Innovation and Research  (EIR) program. This program provides funding to       create, develop, implement, or bring to scale evidence-based and       innovative approaches to increasing students' academic achievement. The       program also provides funds to evaluate these efforts.
- The Department is working with       states to provide technical assistance in using $19 billion in  Title I funding  to support key priorities, such as increasing       academic achievement, supporting students' mental health, expanding access       to preschool, and strengthening teacher recruitment and retention.
- Through $1.3 billion in Title       IV, Part B funding, the Department is supporting the creation of  21st Century Community Learning Centers , a program that helps to create environments where       students can develop meaningful connections with their peers and adults       that extend beyond the traditional classroom setting and that support       positive academic outcomes.
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