For 11-year-old Harmoni Knight, a sixth grader in Compton, California, math used to be her toughest subject. But thanks to in-class tutors and regular “data chats” at her middle school, she’s now seeing dramatic improvements. During a recent tutoring session, Harmoni proudly displayed a tracker showing perfect scores on her weekly math quizzes since January.
Harmoni’s progress is part of a broader effort in Compton and other districts across the U.S. to help students recover from the academic setbacks caused by the COVID-19 pandemic. Schools have invested heavily in interventions like tutoring, summer programs, and extended learning time, using federal and local relief funds. Yet, despite these efforts, a new analysis reveals that the average American student remains half a grade level behind pre-pandemic achievement levels in both reading and math. In reading, students are even further behind than they were in 2022.
The analysis, conducted by researchers from Harvard, Stanford, and Dartmouth as part of the Education Recovery Scorecard, provides a comprehensive look at student performance across states and districts. It shows that while some schools are making strides, many are still struggling to recover.
Compton: A Bright Spot in a Challenging Landscape
Compton Unified School District stands out as a success story. The predominantly low-income district, where 84% of students are Latino and 14% are Black, has made some of the largest gains in both math and reading over the past two years. Superintendent Darin Brawley credits the district’s intensive interventions, including hiring over 250 tutors, offering before- and after-school tutoring, and expanding summer and Saturday school programs. The district has also introduced dyslexia screenings in elementary schools.
These efforts have paid off. Compton’s graduation rate has risen to 93%, up from 58% in 2012. Harmoni, for example, says tutoring has not only helped her understand math concepts but also boosted her confidence. “Looking at my data, it kind of disappoints me when the numbers are low,” she said. “But it makes me realize I can do better in the future, and also now.”
A National Picture of Uneven Recovery
While Compton’s progress is encouraging, the broader picture is less optimistic. The analysis highlights significant disparities in recovery based on income and race. Higher-income districts have made much more progress than lower-income ones, with the wealthiest 10% of districts four times more likely to have recovered in both math and reading compared to the poorest 10%. Within districts, gaps in test scores have widened by both race and income.
“The pandemic has not only driven test scores down, but that decline masks a pernicious inequality that has grown during the pandemic,” said Sean Reardon, a Stanford sociologist involved in the analysis. “Not only are districts serving more Black and Hispanic students falling further behind, but even within those districts, Black and Hispanic students are falling further behind their white peers.”
Challenges Ahead as Relief Funds Dry Up
One major challenge for schools is the expiration of federal pandemic relief funds, which many districts used to fund tutoring and other interventions. Compton, for example, is now exploring how to maintain its programs with other funding sources. “The question is, at what scale?” Brawley said.
The analysis also underscores the importance of targeted interventions. Districts that invested in increased instructional time, whether through tutoring or summer school, saw a measurable return on that investment, according to researchers.
Lessons from Successful Districts
Other districts are also seeing positive results. In Washington, D.C., an intensive tutoring program helped improve both academic performance and attendance. The district ranked first in the nation for gains in both math and reading between 2022 and 2024. Chancellor Lewis Ferebee credited the program’s focus on building relationships between students and tutors, which boosted students’ confidence and engagement.
“Students expressed that ‘I’m more confident in math because I’m being validated by another adult,’” Ferebee said. “That validation goes a long way, not only with attendance, but a student feeling like they are ready to learn and are capable.”
A Call for Continued Efforts
Despite the progress in some areas, reading levels nationwide continue to decline, even as many states have shifted to phonics-based “science of reading” approaches. Researchers emphasize the need for further evaluation of what works—and what doesn’t—in teaching reading. They also stress the importance of engaging parents and addressing chronic absenteeism, which remains a significant barrier to learning.
Christina Grant, who served as Washington, D.C.’s superintendent of education until 2024, remains hopeful. “We cannot afford to not have hope. These are our students. They did not cause the pandemic,” she said. “The growing concern is ensuring that we can … see ourselves to the other side.”
As schools navigate the post-pandemic landscape, the experiences of districts like Compton and Washington, D.C., offer valuable lessons. While challenges remain, their successes demonstrate that targeted interventions and sustained investment can make a difference—even in the face of daunting odds.
