Georgia

February 11, 2025

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

Georgia Ranked 29th Among States in Math Recovery and 7th in Reading Between 2019 and 2024

Students remain nearly half a grade level behind 2019 levels in math and close to a third of a grade level behind in reading.

Math is more of a concern in Georgia than reading, with 91 percent of students in districts with average math achievement below 2019 levels.

(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 Georgia 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 Georgia. Here’s what we found:

• Georgia ranked 29th among states in terms of recovery in math and 7th in reading between 2019 and 2024.
• Students remain nearly half a grade level behind 2019 levels in math (.49 grade equivalents) and close to a third of a grade level behind in reading (.29 grade equivalents). In other words, the loss in math achievement in Georgia is almost 50 percent of the progress students typically make annually between grades 4 through grade 8.
• The average student in some districts, such as Henry, Muscogee, Bibb, and Richmond, remains at least a grade equivalent below their 2019 mean achievement in math. The average student in Forsyth, Douglas, Muscogee, and Henry, remains at least 75 percent of a grade equivalent below their 2019 mean achievement in reading.
• Math is more of a concern in Georgia than reading, with 91 percent of students in districts with average math achievement below 2019 levels. 79 percent of students are also in districts with average reading achievement below 2019 levels. Nationally, 85 percent of students are in districts below 2019 levels in math, with only 15 percent above.
• Still, there are bright spots: mean achievement for students in Columbia has surpassed 2019 levels in math, while cities like Fayette and Fulton have nearly recovered to 2019 levels in math. Cities like Columbia, Fulton, and Houston have surpassed 2019 levels in reading- Columbia by a third of a grade level.
• A sharp rise in chronic absenteeism (students missing more than 10 percent of a school year) from 13% percent of students in 2019 before the pandemic to 23% percent in 2023 is slowing the recovery in many districts in Georgia.
• Georgia received nearly $6.6 billion in federal pandemic relief for K-12 schools—or roughly $3,700 per student—which is on par with 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 Georgia schools.  Even without federal relief dollars, states 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 to redouble efforts on the shared challenge of reducing student absenteeism.

One of the project leaders, economist Tom Kane at Harvard, said:  “Lowering absenteeism generates tremendous bang-for-the-buck.  Regular attendance benefits the student as well as her classmates.  And taxpayers are paying for the seat whether it’s occupied or not.”

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 Georgia Students Have Made Up One Third of the Learning Loss in Math and One Quarter of the Loss in Reading

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.

Georgia:

“No one wants to see poor kids footing the bill for the pandemic, but that is the path Georgia is on,” said Dr. Thomas Kane, Faculty Director of the Center for Education Policy Research at Harvard University and one of the study’s co-authors. “With federal relief dollars drying up, state leaders must ensure the remaining dollars are used for Summer 2024 and for tutoring and after-school next year.”

Between 2019 and 2022, Georgia’s students lost almost half of a grade equivalent in math and a quarter of a grade equivalent in reading.

• However, the losses were much larger in the higher poverty districts in the state, with districts such as Clayton, Douglas, Bibb, Savannah-Chatham, and Atlanta losing nearly a full grade equivalent in math. In reading, the same districts lost more than half a grade equivalent.
• Between 2022 and 2023, Georgia students made up about a third of the loss in math and a quarter of the loss in reading.
• Two bright spots last year were Clayton County and Savannah-Chatham, where students made up about 40 percent of a grade equivalent in math. Atlanta also had above average improvements in math, of roughly a quarter of a grade equivalent.
• However, several districts, such as Bibb, Douglas, Muscogee and Richmond remain more than three-quarters of a grade equivalent in math and three-fifths of a grade equivalent in reading behind where they were in 2019.
• Georgia received over $6.5 billion in federal recovery funding and as of January 2024, still had over $1.3 billion (21%) remaining.
• The federal relief dollars must be obligated by September. Even if Georgia manages to continue improving at last year’s rate, full recovery will require an additional year (after this one) for students to recover in math and two more years in reading.

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.

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