Study Says Mass Learning Loss Among Worst in Nation

Massachusetts experienced some of the worst pandemic learning loss in the country and is now experiencing a very slow recovery. With federal pandemic relief disappearing, a new study from Pioneer Institute recommends that the Commonwealth focus on longer-term, sustainable policy responses to help its students regain the ground they lost.

“Differentiated compensation for teachers, career and technical education and early college programs are among the options Massachusetts policy makers should explore to craft a long-term solution to serious learning loss,” said Professor Daniel Hamlin, author of “From Crisis to Opportunity: Post-Pandemic Academic Growth in Massachusetts.”

In 2022, Massachusetts’ National Assessment of Educational Progress (NAEP) scores dropped to levels not seen since 2003. The following year, proficiency growth was just 1 percent in English language arts (ELA) and 2 percent in math. The rate of recovery was similar for low-income and various racial and ethnic groups.

At the current rate of progress, it would take 10 years to return to pre pandemic proficiency in ELA and four years in math.

Nationally, experts predict that pandemic learning loss will result in a 6 percent decline in lifetime income. But in Massachusetts the decline is likely to be closer to 8 percent, because the return on academic skills is generally higher in the Commonwealth.

“If we don’t address the impact of Covid learning loss now, our students will reap the consequences for years to come,” said Pioneer’s Director of School Reform Jamie Gass.

Massachusetts schools received nearly $3 billion in federal pandemic relief aid, most of which was allocated to academic remediation programs such as high-dosage tutoring, summer learning and after-school instruction. Research shows that high-dosage tutoring in particular can be very effective, but it proved difficult to extend the benefits of these programs to all students, even before the money ran out.

Massachusetts NAEP scores were declining even before the pandemic, and the sustainable, longer-term policies Professor Hamlin suggests to address the problem include differentiated teacher compensation, career and technical education and early college programs.

Differentiated compensation could be used to incentivize high-performing teachers to work in high-need schools or high-demand subjects. Leading scholars estimate that incentives of around 25 percent of teachers’ salaries can neutralize the impact of teacher turnover in difficult-to-staff schools.

Career and technical education provides at least 900 hours of immersive learning, collaborative work experience and education with local employers, and students earn “high-value” credentials.

Early college programs enable students to earn at least 12 college credits while still in high school.