“As schools reopened last fall,” writes Thomas Arnett, a senior research fellow for the Clayton Christensen Institute, “many education leaders and stakeholders predicted that most online learning would fall away, and teachers and students would begin to recover from an unprecedented event. But new data from the Institute’s ongoing, nationally-representative surveys of hundreds of teachers and administrators have uncovered fascinating insights into what’s actually happening in classrooms across the country today, how it compares to COVID-era schooling, and how teachers are currently faring,” he writes.
Arnett is referring to a new series of factsheets from the Clayton Christensen Institute he co-authored with Jonathan Cooney in partnership with Bay View Analytics that lay out intriguing data that could have far-reaching implications for school communities as they regroup for the 2022-23 school year. “These insights range from teachers’ confidence in their school’s ability to help students recover academically to the major discrepancy in what instructional materials teachers use versus what administrators think they use,” says Arnett. “Many insights use comparative data uncovered in the Fall of 2020 when the pandemic first started.”
The series includes such topics as How are teachers blending and personalizing learning post-pandemic and, Which instructional resources do educators rely on, to How are teachers faring in the wake of the pandemic. In a graphic from one of the factsheets, “Which instructional resources do educators rely on,” very interestingly, the primary curriculum sources teachers reported using in their classrooms didn’t match what administrators reported as the primary curriculum for their schools. There’s also further clarity on blended and personalized learning as well as (see graphic above) in-person, remote and hybrid learning and further stats on managing online assignments, creating online lessons and more. It’s an interesting report for both educators and edtech industry leaders. Learn more.