Despite increased investments in academic support to combat “learning loss” that came as a result of COVID-19, a recent report from Brown University researchers suggests students in Metro Nashville Public Schools are not benefitting much from tutoring.

K-12 teacher shortages — one of the most disputed questions in education policy today — are an undeniable reality in some communities, a newly released study indicates. But they are also a hyper-local phenomenon, the authors write, with fully staffed schools existing in close proximity to those that struggle to hire and retain teachers.The paper, circulated Thursday through Brown University’s Annenberg Institute for School Reform, uses a combination of survey responses and statewide administrative records from Tennessee to create a framework for identifying how and where teacher shortages emerge.