Alabama

PRESS RELEASE
February 11, 2025

Contact: Sam Stockwell
samuel_stockwell@gse.harvard.edu
617.495.0342

Alabama Ranks 1st Among States in Math Recovery and 3rd in Reading Between 2019 and 2024

Hoover City and Dekalb are now scoring more than one-third of a grade equivalent above their 2019 means scores in both subjects. 

Chronic absenteeism has risen sharply in Alabama from 11% of students in 2019 to 18% in 2022, significantly slowing recovery efforts in some districts.

(February 11, 2025) In its third year of reporting on the pace of academic recovery measures in districts nationwide, the Education Recovery Scorecard (a collaboration between the Center for Education Policy Research at Harvard University and The Educational Opportunity Project at Stanford University) is issuing its annual report on district-level student growth in math and reading.

The latest report also provides the first high resolution picture of where Alabama students’ academic recovery stood in Spring 2024, just before federal relief dollars expired in September. While the National Assessment of Educational Progress described changes in average achievement by state, we combine those scores with district scores on state assessments to describe the change in local communities throughout Alabama. Here’s what we found:

Alabama:

• Alabama ranked 1st among states in terms of recovery in math and 3rd in reading between 2019 and 2024 (behind only Louisiana and Hawaii).
• Yet, even in Alabama, 52 percent of students are in districts whose average math achievement in 2024 remained below their own 2019 levels. The average student in some districts, such as Montgomery and Dothan City, remains approximately a third of a grade equivalent or more below their 2019 mean achievement in math.
• Reading is more of a concern in Alabama than math, with 77 percent of students in districts with average reading achievement below 2019 levels. (The literacy gap is evident in many other states, with 89 percent of students in districts nationally below 2019 levels in reading, and only 11 percent above.)
• Still, there are bright spots: mean achievement for students in Birmingham has nearly recovered to 2019 levels in both reading and math. And some districts such as Hoover City and Dekalb are now scoring more than one-third of a grade equivalent above their 2019 means in both reading and math.
• A sharp rise in chronic absenteeism (students missing more than 10 percent of a school year) from 11 percent of students in 2019 before the pandemic to 18 percent in 2022 and 2023 is slowing the recovery in many districts in Alabama.
• Alabama received $3.1 billion in federal pandemic relief for K-12 schools—or roughly $4,200 per student—which is more than the national average of $3,700 per student. Nationally, our analysis suggests that the dollars did contribute to the academic recovery, especially when targeted at academic catch-up efforts such as summer learning and tutoring.

The federal pandemic relief dollars may be gone, but the pandemic’s impact lingers in many Alabama schools. Even without federal relief dollars, the state could be targeting continuing federal Title I dollars and state dollars to implement interventions which have been shown effective, such as tutoring and summer learning.  State leaders, mayors, employers and other community leaders should join schools in tackling the shared challenge of reducing student absenteeism.

One of the project leaders, Professor Tom Kane at Harvard, said: “Tackling absenteeism is one of the few things that mayors, employers and other community leaders can do to help students recover.”

For the national press release and findings click here.

About the Center for Education Policy Research at Harvard University 

The Center for Education Policy Research at Harvard University, based at the Harvard Graduate School of Education, seeks to transform education through quality research and evidence. CEPR and its partners believe all students will learn and thrive when education leaders make decisions using facts and findings, rather than untested assumptions. Learn more at cepr.harvard.edu.

Contact: Sam Stockwell, samuel_stockwell@gse.harvard.edu, (617) 495-0342

January 31, 2024

Contact: Rachel Tropp
rachel_tropp@gse.harvard.edu
617.998.8597

New Research Shows That Alabama is the Only State Where Math Achievement Has Returned to Pre-Pandemic Achievement Levels

But several high poverty districts in Alabama still remain half a grade level or more behind in 2023

Researchers urge state and district leaders to use remaining federal funding on adding instruction time through summer school and tutoring

(January 31, 2024) After reporting on pandemic achievement losses last year, the Education Recovery Scorecard (a collaboration between the Center for Education Policy Research at Harvard University and The Educational Opportunity Project at Stanford University) is issuing a report on the first year of academic recovery for school districts in 30 states.

Last year, students in many states made historic gains in math and reading. Still, they made up only one-third of the pandemic loss in math and one quarter of the loss in reading. Even if they maintain last year’s pace, students will not be caught up by the time federal relief expires in September. Moreover, the recovery efforts are not closing the gaps between high- and low-poverty districts which widened during the pandemic.

Alabama: 

“Alabama has reason to be proud of its recovery so far,” said Tom Kane, Faculty Director of the Center for Education Policy Research at Harvard University and one of the study’s co-authors. “Now is the time to finish the job and ensure all districts have recovered to 2019 achievement levels.”

• Alabama is the only state included in the study where math achievement in 2023 already exceeded pre-pandemic achievement levels.
• However, not every district in Alabama has reason to celebrate just yet. A number of higher poverty districts lost three quarters of a grade equivalent or more in math between 2019 and 2022 (including Montgomery, Dothan City, Decatur City, and Tuscaloosa) and their students remain half a grade level or more behind in 2023.
• Unfortunately, due to a change in the state reading test, the researchers were unable to track recovery in reading for Alabama. Updated data on the improvement by district in reading will be released after the 2024 National Assessment of Educational Progress score reports in December.
• One noteworthy bright spot was Birmingham City, where students improved nearly half a grade level in math during the 2022-2023 academic year.
• Alabama received over $3.1 billion in federal recovery funding and as of January 2024, still had over $1 billion (33%) remaining.

National Takeaways:

Over the course of the 2022-2023 school year, students in one state (Alabama) returned to pre-pandemic achievement levels in math. Despite progress, students in seventeen states remain more than a third of a grade level behind 2019 levels in math: AR, CA, CT, IN, KS, KY, MA, MI, NC, NH, NJ, NV, OK, OR, VA, WA, and WV.

Students in three states (Illinois, Louisiana, and Mississippi) returned to 2019 achievement levels in reading, while students in 14 states remain more than a third of a grade level behind in reading: CT, IN, KS, MA, MI, NC, NV, OK, OR, PA, VA, WA, SD, and WY.

Kane said, “Many schools made strong gains last year, but most districts are still working hard just to reach pre-pandemic achievement levels.”

As the project reported last year, achievement gaps between high- and low-poverty districts widened sharply during the pandemic, with students in high-poverty districts losing the most ground.  The new data reveal that recovery efforts have thus far failed to close those gaps.

On the contrary, in many states, the recovery is being led by the wealthier districts which lost the least during the pandemic. The states in which the gaps between the wealthiest and poorest districts widened the most include Massachusetts, Ohio, and Connecticut.

The new data also highlight communities that have made substantial progress toward academic recovery, such as Birmingham, Alabama, and Nashville/Davidson, Tennessee.

Congress provided a total of $190 billion in federal aid to K-12 schools during the pandemic, with most of it targeted at high-poverty districts. As of January 2024, $51 billion of that aid is still available, with the remaining dollars due to be obligated by September of this year (or returned to the federal government).  To the extent that states and districts have remaining funds, they should focus those dollars on academic recovery this summer and next school year.

The researchers urge education leaders to take the following steps as the federal spending deadline approaches:

1. This spring, schools should inform parents if their child is below grade level in math or English so that parents have time to enroll in summer learning. Parents cannot advocate if they are misinformed. Research shows that parents take specific actions when they know their child is behind grade level.
2. Schools should expand summer learning seats this summer. States should require districts to set aside sufficient funds to accept all students who sign up. Research has shown that six weeks of summer learning produces a fourth of a year of learning, especially in math.
3. Districts can extend the recovery efforts into the next school year by contracting for high-quality tutoring and after-school programs before September. Although the federal relief dollars cannot be used to pay school employee salaries after September, they can be used to make payments on contracts that are signed before the deadline. (Click here to see the U.S. Department of Education’s recent guidance on seeking an extension. For ideas on how to tie contractor payments to student outcomes, see the Outcomes-Based Contracting project at the Southern Education Foundation.)
4. Local government, employers and community leaders should get involved in helping schools lower student absenteeism, which has remained high since the pandemic.

“No one wants poor children to foot the bill for the pandemic, but that is the path that most states are on,” said Kane. States need to take leadership and ensure that every last dollar of the remaining federal relief is spent on academic recovery efforts, like summer school, high-quality tutoring, and after-school instruction next year.”

In addition to encouraging districts to reserve federal dollars to pay for Summer 2024 programming, tutoring, absentee reduction, and after-school programs for the 2024-2025 academic year, the researchers encourage states to consider using state dollars to incentivize districts to extend the school year or to expand summer learning in future years, as Texas has done.

The Education Recovery Scorecard receives philanthropic support from Citadel founder and CEO Ken Griffin and Griffin Catalyst, Bloomberg Philanthropies, and Carnegie Corporation of New York.

About the Center for Education Policy Research at Harvard University

The Center for Education Policy Research at Harvard University, based at the Harvard Graduate School of Education, seeks to transform education through quality research and evidence. CEPR and its partners believe all students will learn and thrive when education leaders make decisions using facts and findings, rather than untested assumptions. Learn more at cepr.harvard.edu.

Contact: Rachel Tropp at rachel_tropp@gse.harvard.edu, 617.998.8597