Indiana Students May Need Years to Recover from the Pandemic
In a presentation on Wednesday, July 14th, 2021, leaders from the Indiana Department of Education (IDOE) shared results from an initial analysis of the pandemic’s impact on student achievement and called for “a multi-year strategy [requiring] state-level, school-level, and community-level collaboration and engagement.” The good news is that Indiana collected a wealth of data from more than 95% of students who took state standardized English language arts and mathematics exams. The bad news - or put another way, alarming news - is that the academic impacts from the pandemic appear to be severe.
To help schools, policymakers, and families understand how student proficiency and growth declined, the IDOE developed three categories that correspond with anticipated recovery times and levels of support. For example, the blue category (Minor/No) represents minimal recovery time with little to no changes to instruction and support. Orange (Moderate) represents recovery time of up to one school year, with students likely requiring supplemental academic support. And red (Significant) means that recovery time exceeds one school year, with students requiring academic support.
Academic Impact and Recovery Time Categories
So, what do the data say? Unfortunately, it’s not a positive story, and the blue category referenced above doesn’t make a single appearance. We’re looking at moderate to significant academic impacts across subject areas around the state. Of course, individual students may have thrived during the pandemic, but as a whole, Indiana students were hit hard. Let’s take a closer look at some of the results.
In grades 3-8, state test results indicate moderate-to-significant impacts in English language arts and significant impacts in mathematics. Consider the chart below.
IDOE Analysis of Pandemic Impact on Student Learning
On average, Asian, Black, and Hispanic students as well as English Learners experienced greater impacts than the overall population. In addition, students receiving free/reduced priced lunches performed below their more affluent peers, particularly in English language arts.
What does this mean for our students, schools, and communities? In summary, we have a ton of work to do, and no time to waste. We’ll continue to learn more as formative assessment data are analyzed and other factors (e.g., remote vs. in-person instruction, attendance rates, access to high-speed Internet, local policies) are considered.
With so much work to do, should we have hope? Can we accelerate learning by providing students the academic as well as social-emotional supports they need to succeed? Yes, we absolutely can! It’s going to be a challenge, and if the data tell us anything, it’s that stakeholders throughout the education system will be needed. This means we need great school leadership, high-quality instruction, authentic learning experiences, engaged community members and employers, and innovative policies at the state level that empower educators to creatively and sustainably get the job done.
Fortunately, schools are receiving unprecedented amounts of federal funding intended to help schools complete the daunting task before them. Money isn’t everything, of course. But when combined with strategic planning and a willingness to rethink and refine how schools serve families and students, this moment - which could so easily be characterized as grim - may be seen as an amazing opportunity to reimagine educational opportunities. This time of great need should inspire innovation driven by a shared commitment to help students recover and thrive.
