The COVID-19 School Year: Learning and Recovery Across 2020-2021
Open accessAbstract
The schooling disruptions due to the COVID-19 pandemic continue to reverberate across the K-12 educational system more than a year after schools closed for in-person instruction. In this study, we examined the aftermath of these disruptions by modeling student achievement trends prior to and during the pandemic, with particular focus on growth in 2020-2021. The data included test scores from 4.9 million U.S. students in Grades 3 through 8. Although the average student demonstrated positive gains in math and reading during the 2020-2021 school year, students were still behind typical (prepandemic) averages by spring 2021 (0.16 to 0.26 standard deviations behind in math and 0.06 to 0.11 standard deviations behind in reading). Furthermore, growth in math was more variable than in prior years, and much of the gains occurred among initially high-performing students pulling further ahead. Findings support the theory that the pandemic left students behind academically across the board while also worsening existing educational inequities.
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In math, the gap was about 10% larger in early grades and unchanged in middle grades.
“For math, the gap was roughly 10% larger in the early grades and unchanged in the middle grades (see Kuhfeld & Lewis, 2022;Lewis et al., 2022, for additional details).”
From Unequal Learning Loss: How the COVID-19 Pandemic Influenced the Academic Growth of Learners at the Tails of the Achievement Distribution (2025) · cites this paper as Kuhfeld & Lewis, 2022
Compared with Fall 2019, Fall 2021 scores were .20 to .27 SD lower in math and .09 to .18 SD lower in reading.
“Kuhfeld et al. (2022) reported that compared to Fall 2019, Fall 2021 test scores were .20 to .27 standard deviations lower in math and .09 to .18 standard deviations lower in reading”
From Unequal Learning Loss: How the COVID-19 Pandemic Influenced the Academic Growth of Learners at the Tails of the Achievement Distribution (2025) · cites this paper as Kuhfeld et al. (2022)
The study restricted its analysis to Grades 3-8 because of comparability concerns.
“Given this finding, and following Kuhfeld et al. (2022), we focused on Grades 3-8 for this analysis.”
From Unequal Learning Loss: How the COVID-19 Pandemic Influenced the Academic Growth of Learners at the Tails of the Achievement Distribution (2025) · cites this paper as Kuhfeld et al. (2022)
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- Authors
- Kuhfeld, M., Soland, J., Lewis, K., Ruzek, E., & Johnson, A.
- Affiliations
- Northwest Evaluation Association (US)
- University of Virginia (US)
- Corresponding author
- Kuhfeld, Megan
- Venue
- AERA Open
- Publisher
- SAGE Publications
- Published
- 2022-01
- Volume
- 8
- ISSN
- 2332-8584 (ISSN-L)
- OpenAlex
- W4285185676
- Semantic Scholar
- fba2c0c97bbc2c7984cfa343fd810063ed6746c6
- Cited by
- 91
- References
- 11
- Citations by year
- 2026: 22 · 2025: 24 · 2024: 25 · 2023: 19 · 2022: 1
- FWCI
- 28.28
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- AERA Open (publishedVersion, cc-by-nc)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Economics, Econometrics and Finance › Economics and Econometrics › COVID-19 Pandemic Impacts
- Keywords
- COVID-19 pandemic, school closures, K-12 education, academic performance, academic progress, learning loss, mathematics achievement, reading achievement, educational inequity, standardized test scores, 2020-2021 academic year
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Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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