[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-586380-105":59,"doc-detail-586380-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","covid-19-recovery-in-k2-positive-recovery-trends","COVID-19 recovery in K–2: Positive recovery trends","","Trend Snapshot examining COVID-19 recovery patterns in early elementary grades K–2 using NWEA MAP Growth test score data. Kindergarten achievement stayed mostly steady during and after the pandemic, while first- and second-grade mathematics showed modest but consistent incremental recovery. Reading achievement in K–2 remained stalled, with little rebound to pre-COVID levels. Math achievement gaps narrowed across groups between 2021 and 2025, with larger gains for students in high-poverty schools and for Black and Hispanic students, though absolute levels still lag national pre-pandemic averages.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/covid-19-recovery-in-k2-positive-recovery-trends/586380/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/covid-19-recovery-in-k2-positive-recovery-trends/586380.png","ImageObject",300,407,{"name":92,"@type":93},"Quinn Holloway","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-12","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",15,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What happened to kindergarten achievement during and after the COVID-19 pandemic?","Question",{"text":113,"@type":114},"Kindergarten achievement levels remained mostly steady during and following the pandemic, with little evidence of a large decline or rebound compared with other grades.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How did math achievement recover in first and second grade from 2021 to 2025?",{"text":118,"@type":114},"Math achievement showed modest, incremental recovery in both first and second grade. Achievement gaps narrowed substantially, with the second-grade gap reduced by more than half and the first-grade gap reduced by roughly two thirds by spring 2025.",{"name":120,"@type":111,"acceptedAnswer":121},"How did recovery differ between math and reading in early grades?",{"text":122,"@type":114},"Math showed signs of steady incremental recovery and narrowing gaps. Reading recovery in the early grades remained stalled, with little rebounding to pre-COVID achievement levels.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},586380,1792161729,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336474466712,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","TREND SNAPSHOTS  \nCOVID-19 recovery in K–2: Positive recovery trends  \nKaryn Lewis and Megan Kuhfeld  \nKey findings  \n• Kindergarten achievement levels have remained mostly steady during and following the COVID-19 pandemic.  \n• In first and second grade, math achievement continues to show modest, incremental recovery, while reading achievement remains stalled with little rebounding to pre-COVID achievement levels.  \nA large body of research has examined COVID recovery trends in grades 3–8, but less is known about trends in the early grades. NWEA® MAP® Growth™ data reveals that kindergarten test scores were mostly unchanged during the pandemic, while first-and second-grade test scores showed a more sizable COVID-19 drop.  \nMath trends  \nMath achievement in K–2 shows little drop in kindergarten and signs of steady recovery in first and second grade. Consistent with the later grades, there is a pattern of incremental reductions in achievement gaps in first and second grade in each year since spring 2021 (when gaps were generally at their largest) . Although test scores in first and second grades remain below pre-COVID levels, the size of the gap has narrowed substantially. By spring 2025, the gap for second grade has been reduced by more than half, and in first grade it has been reduced by roughly two thirds. Kindergarten shows a different pattern, with achievement remaining relatively stable over time compared to other grades.  \nFigure 1. Average K–2 spring math achievement levels, 2017–2025.1  \n\n| Math\u003Cbr>RIT\u003Cbr>190~~ ~~\u003Cbr>185~~ ~~\u003Cbr>180~~ ~~\u003Cbr>175~~ ~~ | -0.01 | -0.03\u003Cbr>\u003Cbr>-0.28\u003Cbr>-0.16 -0.15\u003Cbr>-0.15 -0.23\u003Cbr>|\n| --- | --- | --- |\n|  | -0.03 -0.02   -0.08   -0.05\u003Cbr>-0.15 -0.14 -0.07 |  |\n| 170~~ ~~\u003Cbr>165~~ ~~\u003Cbr>160~~ ~~ | \u003Cbr>-0.04\u003Cbr>0.05 0.04\u003Cbr>0 0.03 \u003Cbr>-0.05  0.05\u003Cbr>|  |\n\n2017 2018 2019 2021 2022 2023 2024 2025  \n K  1  2  \nNote. Numbers next to each point reflect the standardized difference in mean achievement compared to the pre-COVID reference year of 2019. Negative values indicate that achievement in that year was lower compared to spring 2019.  \nHow to read Figures 1 and 3  \nFigure 1 and 3 in this Trends Snapshot come directly from the Trends Over Time tab of the MAP Growth National Dashboard. They display standardized differences in mean achievement compared to spring 2019 (the pre-COVID reference year) . Negative values indicate scores below 2019 levels. To put this in perspective, the average intervention raises student achievement by about 0.05 standard deviations.  \n1 All figures come from the Trends Over Time tab of the dashboard and are based on results from over 20 million K–8 students in  \n30,000 thousand schools .  \nCOVID-19 recovery in K–2: Positive recovery trends | 2  \nProgress toward recovery in math extends across groups. While inequities remain, many historically underserved students have regained ground since 2021. Figure 2 illustrates trends over time in second-grade math achievement, disaggregated by school-poverty level (top panel) and race/ethnicity (bottom panel) .2  \nOn average, second-grade math achievement gaps narrowed by 0.13 SDs between spring 2021 and spring 2025 (from −0.28 to −0 .15) . Recovery was larger for several historically underserved groups, including students in high-poverty schools (0 .19 SDs), Black students (0 .19 SDs), and Hispanic students (0 .21 SDs) . Although these gains are encouraging, achievement levels for these groups remain well below national prepandemic averages, and overall gaps persist.  \nFigure 2. Average second-grade math achievement levels, 2017–2025, by  \nschool-poverty level (upper panel) and race (lower panel)  \n\n| Math | 200\u003Cbr>198 | 0.44\u003Cbr>0.44 |  | \u003Cbr>0.43 |  | 0.31\u003Cbr>| 0.36\u003Cbr>| 0.34\u003Cbr>0.32 |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- |\n|  | 196 |  |  |  | 0.27 |  |  |  |\n|  | 194 | 0.05 0.03 |  | 0.06\u003Cbr>|  |  |  |  |\n|  | 192\u003Cbr>190 | -0.01 | \u003Cbr>-0.03 |  | -0.21\u003Cbr>| -0.17\u003Cbr>| -0.1\u003Cbr>\u003Cbr>\u003Cbr>-0.16 | -0.1 -0.12\u003Cbr>-0.15","cbCaifUWdvc90Pf1","https://ap.wps.com/l/cbCaifUWdvc90Pf1","pdf",1623338,"English","# Key findings\n# Math trends\n## How to read Figures 1 and 3\n# Progress toward recovery in math across groups\n## How to read Figure 2\n# Reading trends","[{\"question\":\"What happened to kindergarten achievement during and after the COVID-19 pandemic?\",\"answer\":\"Kindergarten achievement levels remained mostly steady during and following the pandemic, with little evidence of a large decline or rebound compared with other grades.\"},{\"question\":\"How did math achievement recover in first and second grade from 2021 to 2025?\",\"answer\":\"Math achievement showed modest, incremental recovery in both first and second grade. Achievement gaps narrowed substantially, with the second-grade gap reduced by more than half and the first-grade gap reduced by roughly two thirds by spring 2025.\"},{\"question\":\"How did recovery differ between math and reading in early grades?\",\"answer\":\"Math showed signs of steady incremental recovery and narrowing gaps. Reading recovery in the early grades remained stalled, with little rebounding to pre-COVID achievement levels.\"}]","COVID-19 recovery in K–2: Positive recovery trends | PDF",1792057753,18]