Data-Driven Approaches to Supporting Striving Learners in the Post-Pandemic Era

Session Type: Symposium

Abstract

This symposium presents three quantitative, empirical studies that aim to address achievement disparities among American students in the post-pandemic era. Study 1 uses nationally representative data to examine longitudinal trends in K–8 academic performance, revealing widening gaps between higher- and lower-performing students. Studies 2 and 3 respond to this challenge by evaluating instructional programs for elementary students performing below grade level. Study 2 finds that consistent use of personalized reading instruction significantly improves literacy achievement among striving readers. Study 3 demonstrates that a research-based math curriculum leads to greater achievement gains among striving leaners. Together, these studies offer timely, data-driven insights into how schools can support academic recovery and promote equity through evidence-based interventions in the United States.

Sub Unit

• Division H - Research, Evaluation and Assessment in Schools / Division H - Section 1: Applied Research in Schools

Chairs

• Gregory King, Curriculum Associates

• Lauren Stargel, Curriculum Associates

Papers

• State of Student Learning in 2025 - Kelsey Young, Curriculum Associates; Ethan Young, Curriculum Associates

• Meeting Readers Where They Are: Personalized Instructional Support for Grade 1-5 Striving Readers - Juno Yingzhi Dong, University of California - Los Angeles; Lauren Stargel, Curriculum Associates

• Curriculum Matters: Math Growth Among Low-Performing Elementary Students in Grades 3–5 - Preston Martin, University at Buffalo - SUNY; Gregory King, Curriculum Associates

Session Organizer

• Juno Yingzhi Dong, University of California - Los Angeles

Discussant

• Morgan S. Polikoff, University of Southern California