2022 School Pulse Panel

< Back to School Responses to COVID-19

The School Pulse Panel is a study collecting information on the impact of the COVID-19 pandemic from a national sample of elementary, middle, high, and combined-grade public schools. Some survey questions are asked repeatedly to observe trends over time while others examine unique topics in a single month. Below highlights the most recent data collection, followed by findings for additional topics, and a table outlining topic areas for each month of collection. An excel file with estimates and standard errors is available for download and includes results for all months in a single file. See more information about the reporting groups.

Current Release

Learning Recovery

Data collection: June 2022

Release date: August 4, 2022

Key Findings

  • Sixty-four percent of public schools reported that the pandemic played a major role to students being behind grade level to start the school year.
  • More than half of public schools utilized high-dosage tutoring to support pandemic-related learning recovery.

Summer Programs

Data collection: May 2022

Release date: August 4, 2022

Key Findings

  • Approximately three-quarters of public schools reported they will offer learning and enrichment programs this summer.

Additional Information:

Additional Topics (A–Z)

Absenteeism

Data collection: May 2022

Release date: July 6, 2022

Key Findings

  • Public schools reported student chronic absenteeism and teacher absences have increased compared to prior school years.
  • More than three-quarters of public schools reported it is more difficult to get substitutes than it was before the pandemic.
  • Nearly three-quarters of public schools are frequently relying on administrators, non-teaching staff, and teachers on their free periods to cover classes.
Food and Nutrition

Data collection: March 2022

Release date: April 21, 2022

Key Findings

  • Of the 93 percent 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.

Additional Information:

Learning Modes Data Added for June 2022

Data collection: January–June 2022

Release date: March 3, 2022

Key Findings

  • The percentage of public schools offering full-time in-person instruction in June (98 percent) remains higher than January (97) and not significantly different from February (99), March (99), April (100), or May (99 percent).
  • In February, ninety-five percent of public schools returned from the winter break with no interruption to learning.

Additional Information:

Mental Health and Well-Being

Data collection: April 2022

Release date: May 31, 2022

Key Findings

  • Seventy percent of public schools reported that the percentage of students who have sought mental health services increased since the start of the COVID-19 pandemic.
  • Twenty-nine percent of public schools reported that the percentage of staff who have sought mental health services increased since the start of the COVID-19 pandemic.
  • Fifty-six percent of public schools reported they moderately or strongly agree that their school is able to effectively provide mental health services to all students in need.

Additional Information:

Mitigation Strategies Data Added for June 2022

Data collection: February, March, and June 2022

Release date: March 29, 2022

Key Findings

  • Approximately 15 percent of public schools in June required staff and students to wear masks inside the school, which was lower than both February and March.
  • Thirty-four percent of public schools used a Test-to-Stay program, which was a higher percentage than February (26).

Additional Information:

Parents, Students, and Staff Concerns

Data collection: March 2022

Release date: April 21, 2022

Key Findings

  • Eighty-nine percent of public schools reported that teachers have expressed concerns about getting their students to meet academic standards during the 2021–22 school year.
  • Eighty-two percent of public schools reported that parents voiced similar concerns about their students meeting academic standards.

Additional Information:

Quarantine Data Added for June 2022

Data collection: January–June 2022

Release date: March 3, 2022

Key Findings

  • A smaller percentage of public schools reported students in quarantine due to COVID-19 in June (34) compared to May (47 percent).
  • A smaller percentage of public schools reported staff in quarantine due to COVID-19 in June (24 percent) compared to May (35 percent).

Additional Information:

Staffing Data Added for June 2022

Data collection: January and June 2022

Release date: March 3, 2022

Key Findings

  • In June 2022, eighty-eight percent of public schools reported that teacher and staff burnout as a concern during the 2021-22 school year.
  • Sixty-two percent of public schools in June reported that they were concerned about filling vacant staff positions.
  • Public schools expect to have to fill an average of three teaching vacancies for the 2022-23 school year.

Additional Information:

Student Behavior

Data collection: May 2022

Release date: July 6, 2022

Key Findings

  • More than 8 in 10 public schools have seen stunted behavioral and socioemotional development in their students because of the COVID-19 pandemic.
  • Minor offenses, such as tardiness and classroom disruptions, are the most frequently cited illicit behaviors that have increased in part due to the COVID-19 pandemic.

Additional Information:

— 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

Approximately 2,400 public elementary, middle, high, and combined-grade schools were sampled for the monthly data collection. Approximately 859 public schools completed the June 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).
TOPIC DATA COLLECTIONS RELEASE DATES
ABSENTEEISM May 2022 July 6, 2022
FOOD AND NUTRITION March 2022 April 21, 2022
HEALTH POLICIES January–June 2022 March 3, 2022
LEARNING MODES January–June 2022 March 3, 2022
LEARNING RECOVERY June 2022 August 2, 2022
MENTAL HEALTH AND WELL-BEING April 2022 May 31, 2022
MITIGATION STRATEGIES February, March, June 2022 March 29, 2022
PARENTS, STUDENTS, AND STAFF CONCERNS March 2022 April 21, 2022
PLANS FOR SUMMER 2022 June 2022 August 2, 2022
STAFFING January and June 2022 March 3, 2022
STUDENT BEHAVIOR May 2022 July 6, 2022