As the COVID-19 pandemic upended the 2019–2020 school year, education systems scrambled to meet the needs of students and families with little available data on how school closures may impact learning. In this study, we produced a series of projections of COVID-19-related learning loss based on (a) estimates from absenteeism literature and (b) analyses of summer learning patterns of 5 million students. Under our projections, returning students are expected to start fall 2020 with approximately 63 to 68% of the learning gains in reading and 37 to 50% of the learning gains in mathematics relative to a typical school year. However, we project that losing ground during the school closures was not universal, with the top third of students potentially making gains in reading.

Purpose: Utilizing data from an online comprehensive occupational health survey, this study aimed to systematically evaluate the factors most strongly associated with intent-to-quit the profession for public school teachers.Methods: A total of 2,588 teachers from 46 Texas school districts responded to a comprehensive occupational health survey. Univariate and multivariate analyses were conducted to identify specific demographic, occupational, and health factors associated with intentions to quit the teaching profession within 1 year.Results: Teachers with fewer years' experience and alternative certificates were more likely to quit the profession.Teachers with lower organizational commitment, lower job involvement, lower perceived support, lower job control, poorer school climate, and more school problems indicated higher likelihood of leaving the profession. Poorer mental quality of life, higher levels of stress, and the presence of major depression, panic disorder, anxiety disorder, and somatization disorder were significantly related to higher intentions to quit (all ps < 0.05). The key factors related to intent-to-quit to be low organizational commitment, low job control, female gender, and the presence of major depressive disorder.

In this article, we describe a series of interdisciplinary activities that highlight the connections between medieval stained glass artistry and nanotechnology.

The schooling disruptions due to the COVID-19 pandemic continue to reverberate across the K-12 educational system more than a year after schools closed for in-person instruction. In this study, we examined the aftermath of these disruptions by modeling student achievement trends prior to and during the pandemic, with particular focus on growth in 2020-2021. The data included test scores from 4.9 million U.S. students in Grades 3 through 8. Although the average student demonstrated positive gains in math and reading during the 2020-2021 school year, students were still behind typical (prepandemic) averages by spring 2021 (0.16 to 0.26 standard deviations behind in math and 0.06 to 0.11 standard deviations behind in reading). Furthermore, growth in math was more variable than in prior years, and much of the gains occurred among initially high-performing students pulling further ahead. Findings support the theory that the pandemic left students behind academically across the board while also worsening existing educational inequities.