Public schools across the United States are facing significant challenges in student learning recovery and attendance, as highlighted by recent survey data from the National Center for Education Statistics (NCES) for the 2023-24 academic year. The survey, conducted between June 11 and June 25, included responses from 1,651 public K-12 schools in all states as well as the District of Columbia. One of the key findings reveals that approximately 32% of students finished the school year behind in at least one subject, a number closely mirroring the 33% reported in the 2021-22 academic year. This persistent barrier to educational progress underscores the ongoing challenges since the pandemic.
To address these educational gaps, schools are increasingly relying on diagnostic and formative assessments to identify individual academic needs. The NCES survey indicates that 88% of schools employ diagnostic assessments, while 85% use formative assessments. These tools are crucial for informing tailored instructional approaches. Additionally, 82% of schools are utilizing remedial instruction as a strategy to support student learning. A prominent trend emerging from the data is the extension of the school day, week, or even the academic year as part of the efforts to support learning recovery. This approach has seen a significant rise in adoption, increasing from 14% in 2021-22 to 37% in the 2023-24 school year.
Strategies for Addressing Learning Deficit
Public schools across the United States are grappling with significant issues in student learning recovery and attendance, as indicated by recent survey data from the National Center for Education Statistics (NCES) for the 2023-24 academic year. The survey, conducted between June 11 and June 25, gathered responses from 1,651 public K-12 schools nationwide, including the District of Columbia. A key finding reveals that around 32% of students ended the school year lagging in at least one subject, similar to the 33% reported in the 2021-22 academic year. These persistent struggles highlight ongoing challenges since the pandemic.
Schools are increasingly turning to diagnostic and formative assessments to pinpoint students’ academic needs. The NCES survey shows that 88% of schools use diagnostic assessments, and 85% employ formative assessments. These tools are essential for creating tailored instructional strategies. Additionally, 82% of schools are implementing remedial instruction to help students catch up. A notable trend is extending the school day, week, or year to aid learning recovery. This practice has risen from 14% in 2021-22 to 37% in the 2023-24 school year.
