I’ve only had a quick scan of the data, but there is some information here about the use of remote learning during the pandemic in these “U.S. Outlying Area public schools.”  So be sure to check it out…

New Data from NCES: U.S. Outlying Area Public Schools’ Experiences with COVID-19: December 2022 The National Center for Education Statistics (NCES) releases today findings from the December School Pulse Panel survey from a universe collection of public schools in four U.S. Outlying Areas – American Samoa, the Commonwealth of the Northern Mariana Islands, Guam, and the U.S. Virgin Islands. These SPP data examine learning recovery strategies, tutoring offerings, learning mode offerings, and quarantine prevalence, as reported by school staff in 97 public schools in these four U.S. Outlying Areas (OAs). OA public school leaders estimated that about half—49 percent—of their students began the 2022-23 year behind grade level in at least one academic subject, according to the data released today by NCES, the statistical center within the U.S. Department of Education’s Institute of Education Sciences (IES). Almost all OA public schools with students behind grade level in at least one academic subject reported that at least some students were behind grade level in mathematics. Key Findings: As of December 2022, OA public schools have enacted a wide variety of strategies to support their students’ learning recovery. Many OA public schools have relied on formative (85 percent) and diagnostic (78 percent) assessment data to identify individual students’ academic needs. Eighty-five percent of OA public schools have utilized remedial instruction techniques (i.e., using content from prior years to teach concepts or skills), while almost two-thirds (65 percent) have utilized tailored accelerated instruction (i.e., teacher-led individualized learning using new, grade-level content to teach prior-grade concepts or skills). Eighty-four percent of OA public schools have provided professional development (PD) for their teachers and staff on learning recovery, and 37 percent have hired additional staff to provide more small-group and individual instruction. OA public schools were asked about the types of tutoring they provided to their students. Fifty percent of OA public schools offer high-dosage tutoring (HDT), which is defined as tutoring that takes place for at least 30 minutes per session, one-on-one or in small group instruction, offered three or more times per week, is provided by educators or well-trained tutors, and aligns with an evidence-based core curriculum or program. It is also referred to as evidence-based or high-quality tutoring. Sixty-one percent of public schools offer standard tutoring (SDT), which is defined as a less intensive method of tutoring that may take place in one-on-one, small group, or large group settings, is offered less than three times per week, and is provided by educators who may or may not have received specific training in tutoring practices. This is an experimental data product. Experimental data products are innovative statistical products created using new data sources or methodologies. Experimental data may not meet all NCES quality standards but are of sufficient benefit to data users in the absence of other relevant products to justify release. NCES clearly identifies experimental data products upon their release. The data released today can be found on the School Pulse Panel dashboard at https://ies.ed.gov/schoolsurvey/. A listing of the latest publications from the National Center for Education Statistics is available at https://nces.ed.gov/whatsnew. The Institute of Education Sciences, a part of the U.S. Department of Education, is the nation’s leading source for rigorous, independent education research, evaluation, statistics, and assessment. IES is celebrating 20 years. Here’s how to get involved.

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