Similar to ‘summer slide,’ ‘Covid slide’ is the idea that students have lost learning since the discontinuation of weekday, in-person schooling between last March and this September’s new school year. The slide, however, is not only more egregious due to the more extended time period away from in-class instruction than the summer slide, but it also affects grade levels differently, as well as socio-economic status being a factor.
Rachel Brown, assistant professor and chair of USM’s special education department, helped co-author, COVID Slide: Research on Learning Loss & Recommendations to Close the Gap, which analyzes the effect of COVID using data from over 500,000 students, grades kindergarten through 5th grade, in reading and math. The paper also creates recommendations about how school districts can close any learning gaps linked with COVID slide. Brown and colleagues were also interviewed by Education Week for an article that profiles their research.