2022 School Pulse Panel

< Back to School Responses to COVID-19

The School Pulse Panel is a new study collecting information on the impact of the COVID-19 pandemic from a national sample of elementary, middle, high, and combined-grade public schools. Core survey questions are asked month-to-month and others will probe unique topics in a single month. The table below shows the survey themes by month. Data that were collected from February 8-22, 2022 are available now.

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Download a summary highlighting school responses to staffing challenges (PDF) (2 MB)

Topics January February March April May June
Core topics Learning Modes
Health Policies
Single-month topics Staffing Mitigation Strategies Parent, Student, & Staff Concerns; Food and Nutrition Mental Health and Well-Being Absenteeism; Classroom Management Learning Recovery; Reflections on 2021-22; School Year Plans for Summer 2022

Key Findings for March 2022

  • The percentage of public schools reporting students were in quarantine due to COVID-19 decreased to 31 percent in March from 74 percent in February and 94 percent in January. The percentage reporting staff in quarantine decreased to 8 percent in March from 32 percent in February.
  • The percentage of public schools reporting that any students were required to wear masks while in school decreased to 22 percent in March from 58 percent in February.
  • 89 percent of public schools reported that staff have expressed concerns about getting their students to meet academic standards during the 2021-22 school year; 82 percent of public schools reported that parents voiced a similar concern.
  • Of the 93% of schools that indicated they operated USDA school and breakfast meal programs, 38 percent reported challenges obtaining enough food, beverages, and/or meal service supplies.

Read more about the School Pulse Panel and see the full text of the March Survey. See more information about the reporting groups shown in this dashboard.

For more information, browse the dashboards below or download the full set of results.

— Not available.

† Not applicable.

# Rounds to zero.

! Interpret data with caution. The coefficient of variation is between 30 and 50, which indicates that the standard error for this estimate is 30 to 50 percent of the estimate's value.

‡ Reporting standards not met.

* Significantly different (p< .05) from current month.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, School Pulse Panel (2021–22).

About the School Pulse Panel Data Collection

An initial sample of approximately 1,200 public elementary, middle, high, and combined-grade schools was drawn during the summer of 2021 and schools were asked to participate in the 12-month School Pulse Panel. A reserve sample of 1,200 schools was also selected to replace nonrespondents or refusals in the initial sample. Both the initial sample and the reserve sample have been released for collection. Approximately 700 public schools completed the March survey. While the results presented in the dashboard have been weighted and adjusted for non-response, these experimental data should be interpreted with caution. Experimental data may not meet all NCES quality standards. The dashboard does not provide results on all survey questions. Download the complete data file to see results for which enough responses were collected.

Results on this dashboard are disaggregated by the following reporting groups.

  • Region: Defined by the U.S. Census Bureau, the reported region categories are Northeast, Midwest, South, and West. Information is from the 2018-19 Common Core of Data (CCD).
  • Locale: Reported as the following mutually exclusive categories: city, suburb, town, and rural. Information is from the 2018-19 Common Core of Data (CCD).
  • School level: Reported as the following mutually exclusive categories: elementary, middle/other, and high/secondary. Information is from the 2018-19 Common Core of Data (CCD).
  • School size: The school size is based on student enrollment information. Reported categories are 0-299, 300-499, 500-999, and greater than or equal to 1000. Information is from the 2018-19 Common Core of Data (CCD).
  • Poverty: The Income-to-Poverty ratio (IPR) for the neighborhood surrounding the school location is used to distinguish schools in high- and low-poverty neighborhoods. The IPR estimates come from NCES's EDGE School Neighborhood Poverty Estimates. The IPR is the percentage of family income that is above or below the federal poverty threshold set for the family's size and structure and is calculated for the neighborhood surrounding the school building. It ranges from 0 to 999, where lower IPR values indicate a greater degree of poverty. A family with income at the poverty threshold has an IPR value of 100. In this analysis, IPR values of 200 or lower represent schools in high-poverty neighborhoods; IPR values greater than 200 represent schools in low-poverty neighborhoods.
  • Race/ethnicity: The school race/ethnicity demographics are reported as mutually exclusive categories by the percentage of students who are not Black, Hispanic, Asian, American Indian/Alaska Native, or Two or more races. Information is from the 2018-19 Common Core of Data (CCD).