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Child mental health --- Students --- Mental health --- Pupils --- School life --- Student life and customs --- Persons --- Education --- Children --- Pediatric mental health --- Child psychology

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School districts across the United States have had to make many difficult decisions to prepare for the 2020–2021 school year amid the ongoing coronavirus disease 2019 (COVID-19) pandemic. However, until now, little information has been gathered directly from teachers and principals about what is happening on the ground, their perceptions of how students are faring, and which students they feel are most at risk of falling behind. In this Data Note, researchers summarize selected findings on teaching and learning in the face of a pandemic by drawing on surveys administered via the RAND American Educator Panels (AEP) to nationally representative samples of teachers and principals in early October 2020. The findings paint an alarming picture of how the 2020–2021 school year is unfolding. Even though teachers are working more hours than they were before the pandemic, students are likely not getting all the curriculum content and instruction that they would have received during a normal school year. Students from vulnerable populations might be particularly likely to slip through the cracks. High proportions of teachers report that they are not receiving adequate guidance to serve many of these populations — especially if they are teaching them remotely — and low percentages of principals indicate that their schools are offering the tutoring needed to help students catch up. There are no signs that the pandemic is slowing, and policymakers must act fast to ensure that the entire school year is not another one of its casualties.

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In many states, college and career-ready standards for mathematics and English-language arts (ELA) are more rigorous than ever before. However, research suggests that teachers do not always have access to high-quality curricula that reflect key elements of states' college and career-ready standards. The RAND Corporation's American Teacher Panel (ATP) has asked a nationally-representative sample of public school teachers which instructional materials they use regularly for classroom instruction in mathematics and ELA. In this data note, we specifically consider the proportion of U.S. teachers reporting they used high-quality materials for mathematics and ELA instruction during the 2017–2018 school year. We also consider which factors were related to whether teachers reported using high-quality materials. These data also provide some baseline indication of high-quality curriculum use in the High-Quality Instructional Materials and Professional Development (IMPD) Network, a group of eight states working to encourage the adoption and use of high-quality materials in their states.

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Teachers --- Education (Continuing education) --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees