Engaging resources were critical to successful pandemic learning

New research released from the Center for Public Research and Leadership (CPRL) at Columbia University finds that digitally accessible, high-quality instructional materials designed to bring students, families, and educators together increased student learning and engagement during the COVID-19 pandemic. The research reveals possibilities for sustained partnership between schools and families moving forward.

Despite challenges associated with remote learning, students, families, and educators from nine school districts and charter school organizations across seven states told researchers that students with access to high-quality instructional materials and support from a caregiver learned about the same – and sometimes more – than they would have in a “typical” year. Their experience was in contrast to students who struggled academically, and at a time that many fear learning loss among students because of pandemic-related learning disruptions.

“We learned through virtual schooling that educators’ use of high-quality, culturally responsive instructional materials that are enabled by technology and educative for families can be a game changer,” said Elizabeth Chu, Executive Director of CPRL. “Instead of families being ‘passive recipients’ of instruction, it’s time for a new model in education that brings families fully into the instructional process by using high-quality instructional materials to help foster close coordination and collaboration between students, families and educators.” 


The findings are spelled out in a new report, “Fundamental 4: Pandemic Learning Reveals the Value of High-Quality Instructional Materials to Educator-Family-Student Partnerships.” View the report here.

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