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The report argues for an unprecedented recovery response supported by unspent federal relief funding and outlines Opportunity 10 steps for reaching Top 10 education goals by 2030.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/beyond-the-pandemic-state-of-michigan-education-report-2023/583833/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/beyond-the-pandemic-state-of-michigan-education-report-2023/583833.png","ImageObject",300,407,{"name":42,"@type":43},"Connor ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What problem does the report describe about Michigan education after the pandemic?","Question",{"text":63,"@type":64},"It argues Michigan’s education system became an engine of inequality during COVID-19, compounding longstanding gaps and producing worse outcomes than many other states.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which student groups does the report say were hit hardest by educational disruption?",{"text":68,"@type":64},"It highlights students of color, English Learners, and children from low-income backgrounds, noting larger learning losses and weaker performance indicators.",{"name":70,"@type":61,"acceptedAnswer":71},"What funding and actions does the report call for to drive recovery?",{"text":72,"@type":64},"It emphasizes using unspent federal COVID-19 relief funds quickly and decisively, paired with research-based steps (Opportunity 10) to support students who fell furthest behind and accelerate learning.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},583833,1792062211,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Beyond The Pandemic  \nState of Michigan Education Report 2023  \nCONTENTS  \nI. EXECUTIVE SUMMARY  \nII. MICHIGAN’S EDUCATION PERFORMANCE:  \nWhere we are and where we’ve been  \nIII. OPPORTUNITY 10  \nIV. EARLY CHILDHOOD TRANSITIONS: Moments of Opportunity  \nV. CONCLUSION  \nVI. INDICATORS  \nIn 2015, The Education Trust-Midwest launched the Michigan Achieves! campaign to make Michigan a top ten education state by 2030. Since then, a growing number of partners around the state have come together to advance the best practicesand strategies from leading education states in order to close achievement gapsand ensure that every Michigan student is learning—and being taught—at high [levels. Join the movement at www.edtrustmidwest.org](levels. Join the movement at www.edtrustmidwest.org).  \n2  \nTable of Contents  \nEXECUTIVE SUMMARY  \nBy The Education Trust-Midwest  \nIn every classroom across our great state – from Monroe to Manistee and Mt. Pleasant to Marquette – every Michigan student deserves access and opportunity to the educational resources and support to realize a bright future.  \nYet for too long, Michigan’s education system has served as an engine of inequality when it should be providing opportunities for all students to achieve at high levels.  \nOur state’s longstanding inequalities were compounded further over the last three years as students, families, educators and communities faced unprecedented educational challenges amid the COVID-19 pandemic. And though many states – even those that were among the top-performing before the pandemic—lost ground, we now know that students in Michigan, a state that was not systemically well-positioned before COVID-19, fared worse than many states during the pandemic.  \nFor instance, Michigan’s pre-pandemic performance in early literacy on the National Assessment of Educational Progress (NAEP) has long trailed leading states’performance. And before the pandemic, Michigan was one of only 18 states performing worse in early literacy than it was in the early 2000s on the NAEP, also known asthe Nation’s Report Card. On the 2022 test, our students’average scale score dropped by more than twice as much as the national average. Michigan’s reading scores are now seven points lower than they were nearly 20 years ago.  \nWhile the effects of the learning disruption touched classrooms everywhere – suburban, urban and rural—the impact was far greater for students and communities that have long been underserved, especially students of color, English Learners and children from low-income backgrounds.  \nIn 2022, Michigan’s performance for students from lowincome backgrounds ranked 11th worst in the county, falling far below the national average. Results for Black students were even more troubling. In our last report, Michigan ranked in the bottom 10 states for Black students in 4th grade reading. This year, Michigan fell even further, into the bottom five for 4th grade reading among Black students.  \nNew findings by Harvard and Stanford university researchers also reinforced the fact that while the COVID-19 pandemic presented challenges and struggles for everyone, those challenges were not equal for all school districts.  \nTheir research showed that during the pandemic, for example, students in Lansing Public Schools and Saginaw Public Schools lost an entire year or more of math and reading knowledge, while students in Birmingham lost the equivalent of 20% of a school year. In Wayne Westland Community School District, students lost approximately 70% of a school year in both math and reading. Students in Charlotte Public Schools fared slightly better in reading, losing nearly 65% of a school year in reading, but lost almost 80% of a school year in math knowledge.  \nThese data, while sobering, provide an honest foundation for the critical and necessary next steps. Being honest about students’ performance is the first step to have an opportunity for making great improvement.  \nIndeed, Michigan’s unprecedented ch","cbCaiookHZyst9GS","https://ap.wps.com/l/cbCaiookHZyst9GS","pdf",19725702,75,"English","# EXECUTIVE SUMMARY\n## MICHIGAN’S EDUCATION PERFORMANCE: Where we are and where we’ve been\n# OPPORTUNITY 10\n# EARLY CHILDHOOD TRANSITIONS: Moments of Opportunity\n# INDICATORS\n# CONCLUSION","[{\"question\":\"What problem does the report describe about Michigan education after the pandemic?\",\"answer\":\"It argues Michigan’s education system became an engine of inequality during COVID-19, compounding longstanding gaps and producing worse outcomes than many other states.\"},{\"question\":\"Which student groups does the report say were hit hardest by educational disruption?\",\"answer\":\"It highlights students of color, English Learners, and children from low-income backgrounds, noting larger learning losses and weaker performance indicators.\"},{\"question\":\"What funding and actions does the report call for to drive recovery?\",\"answer\":\"It emphasizes using unspent federal COVID-19 relief funds quickly and decisively, paired with research-based steps (Opportunity 10) to support students who fell furthest behind and accelerate learning.\"}]","Beyond The Pandemic - State of Michigan Education Report 2023 | PDF",1792048633,189]