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Using aggregated data from millions of students and extensive classrooms across multiple school years, it finds students spend increasing time on below grade-level work and receive more of it after the pandemic. 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New research suggests students missed many months’worth of learning while schools were shut down, with the largest losses at schools serving mostly low-income communities and among multilingual learners. Some estimates suggest students experiencing this level of missed learning time will ultimately“lose” 9% of their lifetime earnings. More broadly, if fewer students graduate in the years ahead with the skills they need for today’s jobs, our entire economy will suffer in ways that affect every corner of our society.  \nIt's against this backdrop that schools are working urgently to help students catch back up to grade level—something that’s literally impossible if students don’t have opportunities to engage with grade-level work. Our past research, focused on mathematics, has shown that when students fall behind, providing access to grade-level work with appropriate support (learning acceleration) is the best way to help them catch up—and that delaying access to gradelevel work (remediation) practically guarantees they will fall even farther behind.  \nBut are schools increasing students’ access to grade-level work in literacy? And are they increasing it fast enough to make up for such unprecedented levels of unfinished learning? To help answer these questions, we partnered with ReadWorks, a free digital English Language Arts (ELA) resource intended to support teachers with high-quality, gradelevel texts and question sets that they use alongside their core materials. We analyzed trends in teachers’ use of grade-level assignments in more than 75,000 public and private schools serving more than 12 million students across the country.1  \nWhat we found was troubling:  \n• Students are spending even more time on below grade-level work than they were before the pandemic. Helping students recover from the pandemic requires a significant shift even from the prepandemic “normal,” when our research revealed that too few students—especially students from historically marginalized communities—had consistent access to grade-level work. That shift doesn’t appear to be happening. Students on the ReadWorks platform spent about a third of their time engaging with below grade-level texts and question sets. In fact, they received 5 percentage points more below grade-level content in the first full year after the pandemic.  \n• Students were just as successful on grade-level work as they were on below grade-level work.  \nStudents answered nearly two-thirds of questions on the platform correctly regardless of whether they were engaging with grade-level or below grade-level texts and question sets.  \n• Students in schools serving more historically marginalized communities—particularly students experiencing poverty—were assigned the most below grade-level work. Students in schools serving the most students in poverty spent about 65% more time on below grade-level texts and question sets than  \n1 In order to focus on teachers, classrooms, and students who consistently used ReadWorks, we restricted most of our analyses to students who attempted at least 10 assignments in classes with at least 10 students in a given school year. With these restrictions, most of our analyses focused on asubsample of the broader ReadWorks usership, but one that still included nearly 3 million students across over 30,000 schools which resulted in over 65 million attempted assignments.  \ntheir peers in the most affluent schools. About a quarter of students spent most of their time on below grade-level work for the entire school year.  \n• In schools serving more students in poverty, students got less access to gra","cbCaiozRCH97pXzS","https://ap.wps.com/l/cbCaiozRCH97pXzS","pdf",703465,"English","# Introduction\n## Methodology\n## Findings: Time on Below Grade-Level Work\n## Findings: Success on Grade-Level Work\n## Findings: Unequal Access by Community\n## Findings: Limited Access Despite Mastery","[{\"question\":\"What problem does the report address in literacy learning after COVID-19?\",\"answer\":\"It examines how unfinished learning from the pandemic may be worsening when students lack opportunities to engage with grade-level literacy work.\"},{\"question\":\"What data source and scope does the report use?\",\"answer\":\"It analyzes trends from teachers’ ReadWorks use across more than 75,000 schools and over 12 million students, drawing on aggregated student data from multiple school years.\"},{\"question\":\"What does the report find about students’ time on below grade-level work?\",\"answer\":\"Students spend even more time on below grade-level texts and question sets than before the pandemic, receiving more below grade-level content in the first full year after it.\"}]","Unlocking Acceleration - How Below Grade-Level Work Is Holding Students Back in Literacy - August 2022 | PDF",1792062221,25]