Closing the COVID-19 Achievement Gap in Schools: A Review

In the wake of the COVID-19 pandemic, the education landscape faced unprecedented challenges, disrupting the academic trajectories of students and exacerbating disparities among our youths. As schools grapple with the aftermath of this global crisis, the burning question remains: How can we close the COVID-19 achievement gap in schools? To address this critical issue, our conference convened a diverse assembly of influential voices, including policymakers, educators, parents, and researchers.

Overview

On Sept. 15, 2023, the Baker Institute Child Health Policy Program hosted the “Closing COVID-19 Achievement Gap in Schools” conference. The goal was to spark conversation around strategies to support our school communities to improve overall child health outcomes.

Policymakers, educators, parents, and researchers engaged in panel discussions covering early childhood education, teacher stress and support, and valuable lessons learned regarding mental health. These discussions culminated in actionable takeaways that attendees can implement in their communities.

Keynote Address

During his presentation, Robert Sanborn, the president and CEO of Children at Risk, discussed the impact of the pandemic on Texas schools and proposed measures to bridge the achievement gap. He noted a decline in overall school performance since the pandemic's onset, particularly in math and reading, where a significant percentage of students were performing below grade level — 48% in reading and 57% in math for third to eighth graders. Sanborn also pointed out that 63% of students in Texas public schools are economically disadvantaged: 75% are students of color and a third of them are emergent bilingual English students. In addition, there is a recurring pattern where students from low-income backgrounds consistently perform worse than their more affluent peers.

The most concerning factors affecting children and our future are prekindergarten (pre-K) and early childhood education (ECE). Sanborn expressed deep concern for children who missed out on pre-K due to the pandemic, putting them at an initial educational disadvantage. Research supports the link between high-quality ECE and academic success.

Texas also faces a child care shortage, which was exacerbated during the pandemic, with 20% of facilities permanently closing. Sanborn cautioned that the end of American Rescue Plan Act (ARPA) funding would severely impact child care centers' ability to stay open, posing challenges for both children and the workforce in accessing quality child care. This situation raises a critical question: How will parents manage to work without reliable child care options?

Sanborn discussed how schools that demonstrated resilience during the pandemic prioritized constant communication with both students and parents. They also invested time in teaching essential computer skills to parents so they could support their children's learning at home. These schools identified the importance of keeping cameras on, fostering collaborative efforts, and ensuring active engagement. In contrast, certain traditionally high-performing schools experienced a decline in scores. He identified the key differentiator as the level of active communication and collaboration between home and school environments.

Going on to summarize the 88th Texas legislative session, Sanborn mentioned the $32.7 billion budget surplus. Beneficial bills for children included HB 12 (extending Medicaid for pregnant mothers from 60 days postpartum to 12 months), HB 1 (funding for youth mental health crisis care, community-based treatments, and special projects), HB 1979 (providing funding for early childhood workforce), and HB 1615 (establishing child care scholarships and pre-K partnerships). Missed opportunities were noted in bills like HB 1599 (enrolling more children into Medicaid), HB 2983 (providing pregnant women Medicaid nutrition assistance), HB 1614 (grant program for prekindergarten partnership classrooms), and HB 1615 (property tax relief to child care providers with 20% of enrollment of child care sponsorships). While voter priorities were focused on immigration and border security, Sanborn stressed the need to prioritize efforts on child care, pre-K, and early intervention to close the achievement gap in schools.

In his concluding remarks, Sanborn advised the audience not to wait for the next legislative session to bring change to schools. He stressed the importance of enacting change at the Independent School District (ISD) level, supporting county-level early education, quality after-school programs such as the Boys and Girls Club, and parent education on engaging children. He also outlined Children at Risk’s policy priorities, including full-day pre-k mandates, and urged a call to action for increased voter turnout to ensure true representation.

Panel I — Early Childhood Education

The initial panel, led by Katarina Reyes, a research analyst at the Baker Institute, focused on the impact of the pandemic on early childhood education (ECE). The panelists featured Erin Baumgartner, director of the Houston Education Research Consortium at Rice University's Kinder Institute for Urban Research, Ethan Hunt, assistant professor in health promotion and behavioral sciences at UTHealth Houston, and Tricia Zucker, co-director of the Children's Learning Institute and the Albert and Margaret Alkek Distinguished Chair in Early Childhood Development at UTHealth Houston McGovern Medical School.

The discussion started by exploring changes in the ECE landscape since the onset of COVID-19. Hunt described the deteriorating health outcomes, specifically in mental health and childhood obesity, aligning with the learning setbacks observed during the pandemic. Baumgartner pointed out fluctuations in school enrollments and the rising social-emotional challenges among children, which are expected to pose lasting challenges for educational institutions. Zucker acknowledged the community’s heightened recognition of the importance of school accessibility and the push for academic excellence and social-emotional learning (SEL).

Research has consistently demonstrated the connection between SEL and elevated academic achievement within school settings. Zucker emphasized the significance of a high-quality curriculum that includes teaching students to identify and articulate their emotions, as well as integrating emotional themes within literature. This approach not only enhances emotional intelligence but also fosters a positive learning environment.

The conversation then took a turn to address the challenges faced by teachers, particularly the high demands put on educators, which lead to high levels of stress, emotional exhaustion, and subsequently, burnout and teacher attrition. Zucker mentioned that efforts are underway to implement mindfulness training programs for teachers to address this issue. In the context of Texas, known for its pragmatic approach, the conversation shifted to how SEL is received in the state. Baumgartner pointed out the need to frame the components of SEL effectively, aligning them with Texan values, while Hunt — an advocate for SEL — suggested reframing the title to resonate better with the Texan spirit. The proposed title, “Building Responsible Youth,” aims to capture the essence of SEL and its practical application in nurturing emotionally intelligent, responsible, and resilient young people.

Hunt then went on to describe his knowledge of the structured day hypothesis which suggests that when kids have a regular school routine, they are healthier. When they are out of school —especially for a long time as happened during the pandemic — their healthy exercise and eating habits tend to decline. This impacts all kids, especially those from disadvantaged backgrounds. It also shows how important school structure is for children's health.

During the pandemic, several areas experienced positive changes, such as the incorporation of technology in curriculum delivery. Another improvement that Zucker highlighted was enhanced family engagement, noting the need for cultural sensitivity when forming partnerships, and balancing academics and emotional well-being. She explained the Children's Learning Institute’s three-tiered approach:

1. Starting with an open invitation event with take-home activities.
2. Progressing to targeted support for school readiness.
3. Creating intensive intervention programs where parents set agendas and children are identified through schools.

Hunt discussed the importance of schools acting as resource hubs for families, ensuring access to necessities like food, health care, and after-school care. Baumgartner pointed to the importance of structural changes, allowing schools to focus on education while ensuring families have access to essential resources.

It is crucial to identify exemplary schools and programs within the community. Zucker pointed out institutions like YES Prep, which prioritizes rigorous academics and family partnerships, and Alief ISD, which offers immersive classrooms while maintaining academic rigor. Baumgartner stressed the significance of small class sizes, well-trained teachers, developmentally appropriate curriculum, and access to comprehensive support services in creating model schools. The panelists all expressed concern about the potential dissolution of the referral network due to the end of federal funding for wraparound services this year. Zucker concluded the panel by urging the community to invest in schools, engage with policymakers, and, most importantly, express gratitude to teachers.

Panel II — Teacher Stress and Support

Dr. Sandra McKay, Huffington Fellow in Child Health Policy, introduced the second panel. She described how teachers experience stress levels two to three times higher than an average working adult, as do health care professionals like doctors and nurses. COVID-19 exacerbated stress levels as teachers grappled with quick transitions to online learning, which prompted significant changes in curricula. McKay noted that 30–40% of teachers leave the profession within the first five years because of high levels of stress and that teacher stress negatively impacts student outcomes.

• Kenneth Brantley, a Houston ISD principal, discussed key drivers of teacher stress. Brantley explained that stress is mostly generated outside of the classroom by external factors imposed on teachers by policymakers and administrators. These added responsibilities can take away vital planning and personal time from teachers. There was a recognition that COVID-19 shifted perceptions of teacher responsibilities.
• Len Brogan, a Fort Bend ISD principal, recalled that during COVID-19 teachers were celebrated, but now there is a perception that the burden falls upon them to close the achievement gap.
• Grant Granquist, an assistant principal at Tomball Memorial High School, added that COVID-19 shined a light on teacher stress and how much was learned from the pandemic.
• Melissa Womack, a teacher in Fort Bend ISD, expressed the view that legislators, administrators, parents, and students all expect more from teachers following COVID-19. As students struggle to readjust to on-campus learning, teachers must meet both student needs and curriculum demands. Further, she noted that there is a higher demand for section 504 services since some parents recognized, during the lockdowns, that their children needed additional instructional and emotional support.

Panelists also featured the need to protect teachers’ time.

• Brogan discussed limiting meetings and ensuring that teachers have sufficient time to plan student lessons and similarly Brantley explained the need to give teachers administrative and structural time.
• Brantley also spoke of the need to reduce miscommunication and unmodeled mandates. Specifically, new directives must be given to teachers with clear guidelines and communication.
• Womack recounted that Fort Bend ISD reduced training and gave back planning time, which was instrumental in reducing stress.
• Granquist reported that his district gave teachers full days to work without faculty meetings, and that, in fact, many teacher meetings could be replaced with email communication.

The panelists spoke about various models used to improve teachers’ mental well-being as well.

• Granquist described the need for open-door policies to encourage communication and collaboration between teachers and administrators in tackling problems.
• Brogan mentioned the expansion of telehealth and having administrators build relationships with teachers by listening to their concerns.
• Womack noted that some methods previously used to show teacher appreciation disappeared during COVID-19 and have not been fully restored, including some award programs.

The importance of showing teachers appreciation and recognition was also emphasized by panelists.

• Brantley acknowledged the importance of giving teachers positive feedback and further discussed community partners’ roles in supporting teachers, including faith-based or social service organizations wishing to show teachers their gratitude.
• Granquist said that his district took time to do activities that focus on mindfulness.
• Womack and Brogan focused on the importance of parents being teacher advocates. Brogan described that before COVID-19, when safety was the primary focus for teacher stress, parents worked with teachers to help patrol school property. Womack also explained that mutual support among teachers is crucial for their mental health.

Moreover, education reformers have proposed reducing the school week from five to four days to improve teacher well-being and recruitment. The panelists briefly discussed the idea, with Brantley saying that it might be worth looking at different models to help address summer learning loss. He also mentioned the importance of investments in onsite support services: HISD currently has onsite support for staff, which is vital for their mental health needs. Both Granquist and Brogan referred to the practical challenges a district might face trying to shorten the school week and did not see it coming soon.

The panel concluded by discussing next steps to improve teacher well-being.

• Womack said that we should change the narrative of teachers being unappreciated and finding their roles unrewarding. Otherwise, we will lose out on developing new teachers. She concluded by saying that she wants parents to know that teachers are hard workers who want what is best for children.
• Brogan discussed the need to empathize with teachers in their stressful positions.
• Brantley stressed growing new opportunities for family and community engagement, particularly to tackle issues like food access, internet, language translation, and transportation.
• Granquist described the need to increase coordination of policymakers, parents, and stakeholders despite the challenges raised by polarization of opinion.

Panel III — Mental Health Lessons Learned for the Next Pandemic

Dr. Zoabe Hafeez, a nonresident Baker Institute fellow and associate professor of pediatrics at UTHealth Houston, introduced the final panel by describing the current landscape of mental health in our schools, citing that — according to the national Youth Risk Behavior Survey — 42% of students felt persistently sad or hopeless and nearly one-third reported poor mental health, with AAP proclaiming a mental health emergency in our youth. The pandemic and other recent events such as school shootings have contributed to children’s chronic stress levels.

Lilian Dindo, a nonresident Baker Institute fellow and associate professor in health services research at Baylor College of Medicine, reported that 50% of children report general distress and that in children aged 10–15, the suicide rate has tripled. Less than 50% of those in need get any kind of treatment, which also contributes to the problem. When children do receive mental health treatment it is often from school counseling services, which places more stressors on schools and results in a system only capable of responding to those in crisis. Dindo raised concerns as to whether schools had the capacity, support, or resources to meet the needs of the students.

Dr. Taiwo Babatope, assistant professor of psychiatry, noted that there are only 756 child psychiatrists in the state of Texas, and the sheer lack of providers was a great concern. She described how the state of Texas has created a three-pronged approach to tackle the issue:

1. The Child Psychiatry Access Network (CPAN) partners with primary care providers to assist in the treatment of patients by telephone.
2. Texas Child Health Access Through Telemedicine Service (TCHATT) — an innovative program designed to support telemedicine services of child mental health services in school settings — provides trauma-informed care and mental health programs in schools to try to close the gap in access to care.
3. The state is developing systems to promote more training programs to increase the number of available providers.

Babatope commented that while transformation through these types of programs does take time, partnerships with schools have already been expanded in response to the Uvalde school massacre.

Ann Lê, assistant director of special education with Willis ISD, reported that the special needs population is uniquely affected by chronic stress. In general, chronic stress impacts student learning and executive function. Students in the special education program may lack skills in how to process chronic stress and therefore may exhibit disruptive behaviors because they cannot effectively communicate their wants or needs. Lê expressed concern about parental hesitation to seek mental health services from school-based programs, mainly due to stigma worries. She also remarked that TCHATT was an easy program for parents, schools, and students to access, and it could make a difference. Babatope reaffirmed that TCHATT is not just a screening program: It will continue to offer services to children through schools until they are connected to long-term services, therefore ensuring that no one is left behind. School access has been critical to the success of TCHATT, especially in addressing disparity, as many families do not have internet access at home, or lack sufficient privacy there.

Dindo focused on a tiered approach to addressing the mental health crisis. While at one level we need to address the children currently in crisis, we must also think of a broader public health approach by enhancing social-emotional learning and resiliency to build skills before the crisis. She has developed a resiliency program but has encountered resistance in the community to learning about managing difficult thoughts and emotions. Dindo expressed how essential it is to campaign for removing the stigma around mental health, and that we all need to learn how to cope with life’s daily challenges. She also covered how social media has exacerbated the mental health crisis, by creating stress with students needing to appear perfect in posts or through cyberbullying and that there is an opportunity to address this through teaching students resiliency and combating online bullying by putting improved protections in place.

Babatope stated that we need to frame conversations on how to help children be successful and how we can help parents identify approaches to reach those goals. Finally, Lê concluded by saying that there is no single strategy that will solve the mental health crisis: Instead, we need a collaborative, child-focused approach to ensure that children reach their highest potential as adults.

Future Recommendations

The conference inspired several key take aways, including:

1. Increase support to schools and teachers. Our experts agree that it is essential to provide increased support to schools. We recognize that schools are an essential place for service delivery, whether it be social services such as food or clothing needs for families, or medical needs, including mental health counseling. However, the stressors that result from placing all the resources within one structure can overwhelm it. The concept of creating time is an essential component of support in this environment. Creating additional infrastructure to offload stress is imperative in order to address the ancillary service needs, including innovative mechanisms that will create more direct teacher time, either in the form of teaching or preparatory time for teachers.
2. Integrate mental health care in curricula. Mental health care is a critical portion of overall student well-being, however increased education about its importance is needed to reduce the stigma around mental health. Also, integrating into student curricula programs that feature preventative care and wellness will add to the overall student experience and help them understand that mental health is a part of health. Given the current paucity of providers for the pediatric population, there should be a long-term investment in pipeline programs to increase the number of and access to mental health providers.
3. Begin preventative care in early childhood education. Student educational programming should begin in early childhood. The long-term impact of a child having access to high-quality early childhood education is significant and therefore worth the investment. This can be considered one of the earliest forms of preventative health care for children. Through access to high-quality early childhood education, children have a greater potential for improved educational and health outcomes for years to come.

The impact of these investments will have long-lasting effects on students, schools, and communities for generations to come. By committing to making children a priority, and through partnerships and collaborations, we can close the COVID-19 achievement gap.

 

 

This material may be quoted or reproduced without prior permission, provided appropriate credit is given to the author and Rice University’s Baker Institute for Public Policy. The views expressed herein are those of the individual author(s), and do not necessarily represent the views of Rice University’s Baker Institute for Public Policy.