Addressing Educational Inequities in the Wake of the COVID-19 Pandemic

About This Project

The NAEd continues its commitment to addressing the educational inequities resulting from and exacerbated by the COVID-19 pandemic through this two-year project funded by the William T. Grant Foundation. This project will provide promising intervention strategies for improving student well-being and learning outcomes for disproportionately affected historically marginalized populations. It builds on the Academy’s previous COVID-19 work.  

This project seeks to address the following questions:

1. How have opportunity to learn gaps during the pandemic, including unequal access to home and school resources, disproportionately affected historically marginalized populations in the public K-12 sector, including minority students, students from low-income families, students with disabilities, and English Learners (as well as the intersection among these groups)?

2. What intervention strategies (in schools, at homes, and in communities) show promise for improving student well-being (including social emotional learning and mental health) and learning outcomes in general and for these targeted groups in particular?

3. Based on peer-reviewed research, what are high-impact recommendations for a post pandemic education landscape that places equity at the center?

As part of the project, we will publish a commissioned papers series that will more deeply examine intervention strategies to address academic and social-emotional recovery for K-12 students, as well as the necessary infrastructure needed for these interventions to succeed.

Prior Work


Please visit the COVID-19 and Educational Inequities webpage for more information about this work.

This prior work was supported by a grant from the Spencer Foundation. 

COVID-19 and Educational Inequities in Reading Instruction, Mathematics Instruction, and Student Well-Being

COVID-19 and Educational Inequities: The Long View

Read the Report

Accompanying Video Recording

Educational Assessments in the COVID-19 Era and Beyond

Read the Report



  • Michael Feuer (Co-Chair)
    The George Washington University
  • Gloria Ladson-Billings (Co-Chair)
    University of Wisconsin-Madison
  • Alfredo Artiles           
    Stanford University
  • Linda Ruiz Davenport 
    Boston Public Schools
  • Tom Dee         
    Stanford University
  • Kadriye Ercikan     
    Educational Testing Service
  • Robin Hall
    Council of the Great City Schools
  • Tyrone Howard
    University of California, Los Angeles
  • Oscar Jimenez-Castellanos
    Education Trust
  • Melanie Kay-Wyatt 
    Alexandria City Public School
  • Raymond Pierce 
    Southern Education Foundation
  • Olga Acosta Price 
    The George Washington University/Center for Health and Health Care in Schools
  • Ryan Vernosh 
    Roseville Area Public Schools
  • Martin West 
    Harvard University


Amy Berman, Deputy Director

Abigail Bell, Director of Special Projects

The project and research is supported by funding from the William T. Grant Foundation. The opinions expressed are those of the NAEd and authors and do not represent views of the William T. Grant Foundation.

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