Post-Pandemic Recovery Remains Elusive
The road to recovery from pandemic-related learning loss continues to be challenging. Only 13 Massachusetts districts have met or exceeded their pre-pandemic performance in both English language arts and mathematics for grades 3-8. For English learners, who often faced additional barriers during remote learning including language access and technology challenges, the path forward requires targeted, evidence-based interventions.
Massachusetts has invested billions of dollars through the Student Opportunity Act to help students recover, yet achievement gaps have widened rather than narrowed. This underscores the need for more rigorous oversight to ensure districts invest in evidence-based practices, such as high-dosage tutoring and intensive literacy support.
Looking Ahead: Key Priorities for 2025-26
As the school year progresses, several priorities emerge for supporting English learners:
Expanding Access to Dual Language Programs: With strong research supporting their effectiveness, districts should prioritize growing dual language and bilingual programs while recruiting and retaining qualified bilingual educators.
Addressing Chronic Absenteeism: Attendance issues that surged during the pandemic continue to affect student achievement. Targeted outreach to multilingual families and removing barriers to attendance remain critical.
Evidence-Based Interventions: Schools must implement proven strategies like structured literacy instruction, targeted tutoring, and culturally and linguistically responsive teaching practices.
Leveraging Home Languages as Assets: Rather than viewing students’ home languages as barriers, schools should recognize and develop bilingualism as a valuable cognitive and economic asset.
Family Engagement: Creating meaningful partnerships with multilingual families through accessible communication and culturally responsive engagement strategies can strengthen student support systems.