Overcoming Pandemic-Induced Learning Loss
The Education Lab’s faculty co-directors, Dr. Jens Ludwig, professor at the University of Chicago, and Dr. Jon Guryan, professor at Northwestern University, published a paper commissioned by the Aspen Economic Strategy Group for its 2023 policy volume, “Building a More Resilient US Economy,” that details the urgent, once-in-a-century public education crisis caused by the COVID-19 pandemic, and proposes policy solutions to help schools scale proven strategies like high-dosage tutoring and close learning gaps.
The global COVID-19 pandemic created not only a once-a-century public health crisis but also a once-a-century public education crisis. Unfortunately, the United States federal government’s financial assistance to schools to overcome pandemic-induced learning loss is about to expire – despite the fact that the country has made almost no progress remediating this learning loss. In thinking about where to go next, we first look backward to examine why so little progress was made over the past few years. Changing student learning outcomes requires changing what schools do; that has been hard partly because of the chaos in the wake of the pandemic, but also because change is difficult for all organizations. We illustrate some of the challenges within the context of one specific type of instructional content for which US Secretary of Education Miguel Cardona encouraged schools to prioritize relief funding: high-dosage tutoring, a promising technology that’s been known for centuries to help students of all ages. To avoid lifelong negative consequences for a generation of 50 million school-age children, policymakers need to (1) extend the timeline over which federal assistance is available, (2) provide additional resources beyond that, and (3) nudge schools to take difficult steps that will ultimately help students through increased accountability or other means.
Not Too Late: Improving Academic Outcomes Among Adolescents
National Bureau of Economic Research working paper that evaluates the effectiveness of an innovative intervention, focused on personalized, intensive, in-school tutoring, in improving academic outcomes for adolescents who are academically behind in school.
Personalized Learning Initiative Research Brief
Overview of the Personalized Learning Initiative, a nationwide R&D initiative to scale the benefits of tutoring.
Students may need more daily tutoring after COVID pandemic
In this episode of WBEZ’s Reset, Sadie Stockdale Jefferson, PhD and Luke Pardue, PhD, economic policy fellow at Aspen Economic Strategy Group sit down with Sasha-Ann Simons to discuss the Education Lab’s latest paper, released as part of the Aspen Economic Strategy Group’s annual policy volume.
Overcoming Pandemic Learning Loss: Bringing High-Dosage Tutoring to Students Nationwide
The Aspen Economic Strategy Group (AESG) is hosting an event related to the publication of a new paper by the Education Lab’s faculty co-directors, Dr. Jens Ludwig and Dr. Jon Guryan, titled “Overcoming Pandemic-Induced Learning Loss.”
America’s Students Need an Operation Warp Speed
The Education Lab’s faculty co-directors, Dr. Jens Ludwig, professor at the University of Chicago, and Dr. Jon Guryan, professor at Northwestern University, make the case for a large-scale tutoring program designed to compensate for pandemic-era learning loss and equalize educational opportunities in the long-term.