Evaluation of Strategies to Address Unfinished Learning in Math (ReSolve Math Study)

The COVID-19 pandemic led to substantial unfinished learning in math and an important debate about how best to address it. Traditionally, policymakers and educators have advocated a "broad foundation skill building" approach, but an alternative "just-in-time skill building" approached has received more attention recently, including in the U.S. Department of Education's COVID-19 Handbook. But there is limited evidence comparing these approaches. This evaluation will examine the effectiveness of adaptive technology products that deliver these two catch-up strategies in elementary schools, where teachers often struggle with how to teach math well and the benefits of using technology supports are understudied. The findings will provide valuable evidence, especially for low-performing schools identified under the Every Student Succeeds Act and their most underserved students. This package requests approval for data collection activities to conduct the evaluation.

The latest form for Evaluation of Strategies to Address Unfinished Learning in Math (ReSolve Math Study) expires 2026-06-30 and is listed under ICR 202302-1850-001.