Helping students recover from pandemic learning loss is a vital, ongoing job with a ticking clock. Many students impacted by school closures, ineffective remote education practices, inconsistent reopening policies, and long-term chronic absenteeism have already graduated or dropped out. Those who remain deserve the best possible methods and efforts teachers and school leaders can employ to help them catch up. A new working paper looks at the difference in academic performance between charter school and traditional district school students—the second such statewide analysis after Fordham’s own work in Ohio —to determine who is doing the best job so far of getting their kids back on track.