In the chaotic shift to online education this spring, many districts did not communicate an expectation for teachers to monitor student progress, track attendance or provide live instruction, according to a new study by the Center on Reinventing Public Education (CRPE).

The study, coauthored by CRPE Associate Director Betheny Gross, also found that affluent districts were twice as likely as high-poverty districts to require live instruction during school closures.

Gross discusses her team's findings and some evidence-backed recommendations for school systems and instructors now planning for the fall.