Report: COVID-19 Hit More Vulnerable Schools Hardest

A new report found that only 12% of educators in some schools believed students would complete the 2020-21 school year proficient in math, English Language Arts, science, or social studies.

That’s according to Michigan State University’s Education Policy Innovation Collaborative (EPIC) report that found Partnership districts were hit harder by COVID-19 as they remained remote longer than schools in more affluent areas.

This report is part of a multi-year evaluation of Michigan’s Partnership Model district that aims to improve outcomes in the lowest-performing schools by serving districts’ specific needs. If these goals aren’t met by the end of the three years, the schools could close.

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Minnesota Student Reading and Math Scores Suffer During COVID-19

Statewide assessment results for 2021 show declines in the number of students meeting or exceeding grade-level standards compared to 2019 after a year of virtual learning and disruptions from COVID-19.

In math, 44% of students in grades three to eight and 11 who took the Minnesota Comprehensive Assessments (MCA) or Minnesota Test of Academic Skills (MTAS) met or exceeded grade-level standards, down from 55% in 2019. Student reading proficiency dropped seven percentage points to 53% from 2019, while science proficiency dropped eight percentage points to 43%.

ACCESS for ELLs (English language learners) measures students’ English language proficiency. Of the students who took the ACCESS for ELLs in 2021, 9% were proficient in English, a three percentage point decrease from 2019.

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