The COVID-19 pandemic caused large, persistent declines in student achievement. This paper examines 2022–2023 recovery efforts across eight districts, including tutoring, small-group instruction, after-school, extended year, double-dose, digital learning, and expert teacher interventions. The study includes 12 math programs and 15 literacy programs (three covered both subjects). Most served fewer students and provided lower dosage than planned. Using value-added models, we find positive, robust effects in just five subject-intervention pairs: one subject-specific tutoring program (+0.22 SD math, +0.22 SD reading), a small-group reading intervention (+0.33 SD), and assignment to “expert” teachers (+0.06 SD math, +0.11 SD reading). Results highlight the promise of intensive interventions while underscoring the difficulty of scaling them to meet recovery needs.
Carbonari et al. (Tue,) studied this question.