Press Release: Study shows that DC students have lost 4 months of learning in math and 1 month of learning in reading during the COVID-19 pandemic

News Release — EmpowerK12

FOR IMMEDIATE RELEASE

Press Contact: Michelle Lerner

The “COVID” learning slide is expanding DC’s achievement gap, putting at-risk students further behind their peers

Washington, D.C. — A new study from EmpowerK12 of nearly 20,000 DC students across DC Public Schools and DC charter schools found that DC students have lost four months of learning in math and 1 month loss in English language arts.

Students who are at-risk — defined as students who receive TANF or SNAP benefits, experience homelessness, are in foster care, and (for high school students) are more than two years behind — have lost 5 months of learning in math and 4 months of learning in English language arts. The study also finds that students with disabilities experienced a 5-month slide in math and a limited slide in English language arts.

“Achievement gaps are growing in DC and at-risk students are falling significantly behind,” said Josh Boots, Executive Director of EmpowerK12. “Our educators, families, and students are working hard to ensure teaching and learning under extreme circumstances, but we must now focus on how to close growing gaps now and into the next few years.”

Early literacy proficiency also declined for students in grades K-2, down 12 percent from last Fall for all students, the study finds. Students living East of the River, designated as at-risk, and who identify as Black saw the largest drops in proficiency.

The study is the first local look at how DC public school students are faring academically during the pandemic.  The results are similar to national studies on learning loss, but highlight that fewer DC students are on track for the Partnership for Assessment of Readiness in College and Careers (PARCC) proficiency in grades 3 – 8, despite several years of citywide growth.

“These are stark results, but with intense focus and significant investments in DC’s students and schools, we can reverse this downturn and provide our students, especially our at-risk students, with the supports they need to thrive in school,” continued Boots.

The study recommends that DC invest in extended learning time through extended day, week, or year; foster collaboration for school leaders and educators across DC Public Schools and DC charter schools; and monitor COVID impacts on learning and social emotional wellness.

The study included 17,500 test-takers across 12 Local Education Agencies (LEAs) and reflects the public school demographics of DC. Data included results from three assessments, NWEA MAP, i-ready Diagnostic, and TRC.

The schools and LEAs that participated in the study are DC Public Schools, Capital City PCS, Center City PCS, Cesar Chavez PCS for Public Policy, District of Columbia International PCS, Digital Pioneers Academy PCS, E.L. Haynes PCS, Friendship PCS, Monument Academy PCS, Mundo Verde Bilingual PCS, Perry Street Preparatory PCS, Rocketship PCS, and Statesmen College Preparatory Academy for Boys PCS. 

The study was funded by Education Forward DC and the DC Charter School Alliance.

Read the study here.