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.

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.