K-12 Learning Recovery Resource Center
EAB researched nationally and internationally for replicable instruction-based practices that improve learning outcomes in a short period of time. The results can be found in this resource center—which is designed to help you develop a plan that is rooted in research and easy to implement.
The pandemic has disrupted academic learning for nearly all students, but district leaders can still prepare students to succeed in the next grade and beyond. To do this, schools will need a comprehensive strategy for learning recovery.
EAB has spent the past year searching nationally and internationally for replicable instruction-based practices that improve learning outcomes in a short period of time. The results can be found on this resource center—which is designed to help you develop a plan that is rooted in research and easy to implement.
Interested in discussing your learning recovery needs with an expert?
Strategy 1: Prioritize limited instructional time on the lessons and skills that matter most
Learn more about this strategy
Instructional minutes are only as valuable as what occurs during that time. Don’t resort to adding time to the school day or school year for the sole purpose of improving learning before examining what occurs during the original time allocated for instruction. While adding time can be helpful, more class time (on its own) does not necessarily lead to more learning. Prioritizing class time on high-impact lessons and activities has proven to be much more effective.
With more students behind and class time at a premium, teachers need to be hyper-critical of what they teach and assign—especially now. On average, teachers spend roughly 40% of typical class time on low-impact activities—such as teaching skills that students have already mastered or spending too much time on activities that are unrelated to academic goals or social-emotional development. Teachers who aren’t mindful of their time or what they teach can inadvertently miss opportunities to provide students the instruction they need to advance.
While many teachers have started to eliminate old lessons that don’t appear to serve students, their process of doing so is often inconsistent and not always effective. Districts will need to provide a shared definition and standardized set of criteria to help educators discern what is and is not considered a high-value lesson. By making the district-wide commitment to refocus class time on the lessons that matter, teachers can increase the likelihood that students learn.
To help educators maximize instructional time, EAB developed an interactive, easy-to-use curriculum prioritization tool informed by curriculum experts nationwide, a resource center dedicated to this strategy, and implementation resources for district leaders. Download the resources below to begin this strategy.
Implementation Tools
Leadership Planning Resources
This resource requires EAB partnership access to view.
Access the resource center
Learn how you can get access to this resource as well as hands-on support from our experts through District Leadership Forum.
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