More than three-quarters of districts have increased their number of teaching and nonteaching staff above prepandemic levels.



  • To address unfinished instruction, districts should identify the extent of the learning gaps for different subsets of their students to figure out where to target the most-intensive responses. Districts should then invest time and resources into effectively implementing the academic interventions they have already adopted, such as tutoring, summer learning, and SEL.
  • Professional associations of districts, regional education service centers, and state education agencies can play an important role in creating forums for district leaders to disseminate their valuable knowledge with peers working in similar contexts.
  • Superintendents should rally their mayors, representatives of local hospital and health care systems, and legislators to discuss and implement a coordinated set of mental health services for their students and staff.
  • State education agencies should seek to get out ahead of a fiscal cliff by working with districts to closely examine finances, staff levels, and enrollment projections to understand which districts have the greatest risk of facing a fiscal cliff and work to minimize or avoid such risk.