The findings reinforce the importance of protecting the time students are supposed to receive tutoring, said Elizabeth Huffaker, an assistant professor of education at the University of Florida and the lead author of the study.
For parents, the Stanford study can help explain why children might not make gains, even when their district offers extra help, said Maribel Gardea, executive director of MindShiftED, a nonprofit advocacy group and network of about 5,000 parents in the San Antonio area. Despite the billions states received in relief funds, many students still haven’t reached pre-pandemic levels of performance.