On the latest episode of The Report Card, https://www.aei.org/profile/nathaniel-n-malkus/ (Nat) interviews https://www.emily-morton.com (Emily Morton) and https://caldercenter.org/experts/dan-goldhaber (Dan Goldhaber) about their new paper https://cepr.harvard.edu/files/cepr/files/5-4.pdf?m=1651690491 (The Consequences of Remote and Hybrid Instruction During the Pandemic), which uses testing data from 2.1 million students in 10,000 schools in 49 states to investigate the role of remote and hybrid instruction in widening achievement gaps.
Show Notes:
https://cepr.harvard.edu/files/cepr/files/5-4.pdf?m=1651690491 (The Consequences of Remote and Hybrid Instruction During the Pandemic)
https://caldercenter.org/sites/default/files/CALDER%20Working%20Paper%20266-0522_0.pdf (A Comprehensive Picture of Achievement Across the COVID-19 Pandemic Years: Examining Variation in Test Levels and Growth Across Districts, Schools, Grades, and Students)
https://journals.sagepub.com/doi/full/10.3102/0013189X20948023?casa_token=cHckFNo2PnIAAAAA%3AIc9J8H2zQ1D7__pYnGCW8g-SbwxzPo8tz3ZLdvMYeQHegjPdq9NPBsTl7oplkN6rcsVcTBN1ndU (Effects of Four-Day School Weeks on School Finance and Achievement: Evidence From Oklahoma)
https://www.returntolearntracker.net (Return 2 Learn Tracker)
https://www.nytimes.com/2022/05/05/briefing/school-closures-covid-learning-loss.html (‘Not Good for Learning’)