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It argues that recovery investments must accelerate academic success and engagement through clear, actionable guidance for districts and campuses. The report recommends removing excessive health and safety operational burdens from school principals so educators can focus on instruction. It highlights implementation conditions as critical to meaningful change, citing 2020 benchmark data showing widening gaps for vulnerable student groups.",{"@graph":69,"@context":122},[70,84,105],{"@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":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/schools-and-covid-19-working-through-and-beyond-educations-greatest-challenge/584658/",{"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/schools-and-covid-19-working-through-and-beyond-educations-greatest-challenge/584658.png","ImageObject",300,407,{"name":92,"@type":93},"Damian","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the report’s core recommendation for supporting student learning during COVID-19?","Question",{"text":112,"@type":113},"Remove much of the health-and-safety operational burden from the school building so teachers and principals can focus on instruction and keeping students engaged.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How should leaders prioritize district and school work?",{"text":117,"@type":113},"State and federal leaders should issue guidance that prioritizes academic progress and student engagement, and district leaders should set clear goals in these areas.",{"name":119,"@type":110,"acceptedAnswer":120},"What problem does the report identify with the current allocation of pandemic responsibilities?",{"text":121,"@type":113},"Safety, operations, instruction, and engagement burdens largely rest on principals, often with minimal support, creating inefficiency and pulling focus away from high-quality teaching.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584658,1792110422,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},137451208677,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| SCHOOLS AND COVID-19 | WORKING THROUGH AND BEYOND EDUCATION’S GREATEST CHALLENGE |\n| --- | --- |\n\nAbout the George W. Bush Institute:  \nHoused within the George W. Bush Presidential Center, the George W. Bush Institute is an action-oriented, nonpartisan, policy organization with the mission of developing leaders, advancing policy, and taking action to solve today’s most pressing challenges. Through three Impact Centers—Domestic Excellence, Global Leadership, and an Engagement Agenda—the Bush Institute delivers measurable results that save and improve lives.  \nTo learn more, [visit www.BushCenter.org](visit www.BushCenter.org).  \nCover: Teacher and schoolgirl wearing protective face masks while discussing about test results on a class at the school.  \n(Drazen Zigic / Shutterstock)  \nSCHOOLS AND C OVID-19: WORKING THROUGH AND BEYOND EDUCATION’S GREATEST CHALLENGE  \nAnne Wicks  \nAnn Kimball Johnson Director of the Education Reform Initiative at the George W. Bush Institute  \nEva My rick Chiang  \nDirector of Research and Evaluation at the George W. Bush Institute  \nFederal and state governments – as well as philanthropists and foundations – are being called upon to invest millions of dollars in our public-school system to help schools and districts navigate the impact of the pandemic on student success. The challenges facing our education leaders are immense and complex. The learning loss for students is profound, and significant investment is warranted to aid and accelerate recovery. We cannot afford to waste our limited resources of money, time, and people in our efforts to support students during the COVID-19 era. One clear way to support student learning during this time is to remove the burden of the health and safety aspects of pandemic planning and response from the school building so that teachers and principals can focus on what they do best—educating our nation’s children.  \nOur recommendations:  \n• PRIORITIZE STUDENT ACADEMIC SUCCESS AND ENGAGEMENT  \n• ORGANIZE PEOPLE TO SUPPORT CAMPUSES  \n• COMMUNICATE CLEARLY AND OFTEN WITH PRINCIPALS, EDUCATORS, AND FAMILIES  \n• ACT, REFLECT, AND ADJUST IN REGULAR SWIFT CYCLES  \nOur research on the role of effective implementation in education shows that there are essential conditions that need to be in place for meaningful changes to practice or policy to occur. In other words, how you implement a new intervention to support students is as important as the what, or the intervention itself. Any recovery investments in our publicschool systems should align with these conditions to maximize potential positive student impact.  \nEducators are dealing with unprecedented challenges and need clear guidance from leaders at the state, district, and partner level to prioritize action. Fall of 2020 benchmark  data from the Dallas Independent School District and administrators of the ACT and SAT  standardized tests reveal a bleak picture, particularly for many Black and Latino students (and other students of color), English-language learners, students with disabilities, and students living in poverty. America’s most vulnerable students are falling further behind because of interrupted school and uneven virtual instruction.  \nPRIORITIZE STUDENT ACADEMIC SUCCESS AND ENGAGEMENT  \nState and federal leaders should issue guidance that clearly prioritizes academic progress and student engagement as the most critical work of districts and schools. District leaders should then set clear goals in these areas.  \nWe cannot ignore student safety: Leaders and partners at all levels should support educators on the front lines handling student safety concerns so that teachers and principals can focus on what they do best – educating our children.  \nCurrently, much of the safety, operations, instruction, and student engagement burden rests largely and unfairly with school principals, who – often on their own or with minimal support – must create or manage strategies for virtual and in-person instructional plan","cbCaifV0qyf0pfwA","https://ap.wps.com/l/cbCaifV0qyf0pfwA","pdf",377614,"English","# Schools and COVID-19\n## Working Through and Beyond Education’s Greatest Challenge\n## Prioritize Student Academic Success and Engagement\n## Organize People to Support Campuses","[{\"question\":\"What is the report’s core recommendation for supporting student learning during COVID-19?\",\"answer\":\"Remove much of the health-and-safety operational burden from the school building so teachers and principals can focus on instruction and keeping students engaged.\"},{\"question\":\"How should leaders prioritize district and school work?\",\"answer\":\"State and federal leaders should issue guidance that prioritizes academic progress and student engagement, and district leaders should set clear goals in these areas.\"},{\"question\":\"What problem does the report identify with the current allocation of pandemic responsibilities?\",\"answer\":\"Safety, operations, instruction, and engagement burdens largely rest on principals, often with minimal support, creating inefficiency and pulling focus away from high-quality teaching.\"}]","SCHOOLS AND COVID-19 - WORKING THROUGH AND BEYOND EDUCATION’S GREATEST CHALLENGE | PDF",1792051713,18]