New Data: Explore Elementary and Secondary School Emergency Relief Fund (ESSER) allocations to states and districts. Click here to access the interactive data tool.
The Return to Learn Tracker (R2L), developed by the American Enterprise Institute in partnership with the College Crisis Initiative of Davidson College, monitors over 8,500 public school districts’ instructional statuses on a weekly basis. The tracker examines which schools are offering fully in-person, hybrid, and fully remote instruction and analyzes instructional status across various district and county demographics.
Last District Data Update: June 7, 2021— see key findings from update —
- As of June 7, over half of districts (54%) are fully in-person, 1% are fully remote, and about 45% of districts are offering some type of hybrid instruction.
- There are thirty-three states where every district has returned to some form of in-person learning. The top ten states for most fully in-person instruction are Iowa, Florida, New Mexico, North Dakota, Ohio, South Carolina, Connecticut, Missouri, Alabama, Texas.
- Counties with higher rates of COVID-19 are offering less in-person instruction: As of June 7, 54% of districts in counties with the top third of COVID-19 cases are fully in-person, compared to 53% of districts in counties with the bottom third of COVID-19 cases.
- Stark differences persist by counties’ vaccine hesitancy and mask usage.
- Districts in counties where people are hesitant to take the vaccine are more likely to be fully in person. As of June 7, 65% of districts in counties with self-reported high vaccine hesitancy are fully-person, compared to 44% of districts with low vaccine hesitancy. This pattern has persisted since the beginning of the school year.
- There are also large differences by mask usage. Districts in counties with lower rates of mask usage are more likely to be fully in person. As of June 7, 67% of districts in counties with self-reported low mask usage are fully in-person, compared to 43% of districts in counties with high mask usage.
Change In Instructional Status
Learn more about this chart. | More information on variable definitions.
Change in Instructional Status by Majority Race Districts
INTERPRET WITH CARE
Unlike the charts above, these charts examine differences for small subsets of districts that have majority-Hispanic and majority-Black student populations. About 1 in 10 districts are majority-Hispanic districts, and 47% of Hispanic students in R2L data attend school in these districts. About 1 in 20 districts are majority-Black districts, and 26% of Black students in the R2L data attend school in these districts.
There’s much more to understand about differences by race. Click the button below to view instructional status by race over time and percent of students by race attending remote, hybrid, and in-person districts.
Bi-Weekly Change in Instructional StatusLearn more about this chart.
Nov 2 June 7
COVID-19 Cases and Instructional OfferingsLearn more about this chart. Learn more about this chart.
State RankingsLearn more about this chart.
Our goal is to provide a fundamental, up-to-date baseline of school districts’ current reopening plans and how they change during the COVID-19 crisis. This tracker categorizes instructional models for about 8,500 school districts nationwide and regularly monitors how each district changes between categories. Accessible, accurate knowledge of districts’ plans is foundational for developing strategies of how to best respond to the pandemic. We hope these data will serve school communities as they face ongoing decisions, provide the basic knowledge necessary for shaping policy across states, and allow other researchers to more accurately study how COVID-19 is upending and changing schools.
We adhere to high standards in research methodology and practices, pursuing rigorous transparency in our approach to this work.
This is a live data collection. Current and prior categorizations of districts may be misclassified. As such, we will be doing constant quality assurance over the upcoming months. Publications of previous data may change with additional corrections to the data. If you would like to submit a correction request, please contact us. Please find a thorough description of R2L methodology and data here.
AEI would like to thank The Achelis and Bodman Foundation for its generous support that helped make the Return to Learn Tracker possible.