This report is part of a commissioned paper series that highlights the profound and ongoing effects of COVID-19 on educational opportunities and underscores the necessity of bold, systemic reforms to ensure equitable and effective learning environments. The papers examine evidence-based strategies to mitigate opportunity gaps, strengthen student supports, and foster inclusive, community-centered approaches that enhance educational outcomes for all learners. This paper synthesizes the evidence on COVID-19 academic recovery strategies and advances a framework to understand the factors shaping effective and equitable implementation. Three interventions implemented by many districts provide a useful case to explore implementation challenges and successes: (1) classroom-based ELA curriculum; (2) interventions occurring during the school year but outside of typical teaching and learning (e.g., tutoring); and (3) interventions occurring outside of normal learning hours (e.g., summer programs). The authors describe their theory of change, synthesize relevant literature, discuss how they have been implemented to accelerate learning, and describe four interrelated factors (i.e., resources, context, people, and coherence) that influence the implementation of the three focal academic recovery programs.