How the COVID-19 Pandemic Affected Academic Proficiency Rates in Pennsylvania in 2021: Findings from a Predictive Model. Education Research Brief

Autor/inn/en	Lipscomb, Stephen; Chaplin, Duncan; Vigil, Alma; Matthias, Hena
Institution	Mathematica; Pennsylvania Department of Education
Titel	How the COVID-19 Pandemic Affected Academic Proficiency Rates in Pennsylvania in 2021: Findings from a Predictive Model. Education Research Brief
Quelle	(2022), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	COVID-19; Pandemics; Academic Achievement; Prediction; Models; Distance Education; At Risk Students; Achievement Gains; School Districts; In Person Learning; Elementary School Students; Grade 5; Grade 6; Grade 7; Grade 8; Public Schools; Language Arts; Mathematics Achievement; Achievement Tests; Student Participation; Pennsylvania + Suchen Sie Ihr Suchwort? Schulleistung; Vorhersage; Analogiemodell; Distance study; Distance learning; Fernunterricht; Achievement gain; Leistungssteigerung; School district; Schulbezirk; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Public school; Öffentliche Schule; Sprachkultur; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	The disruptions to schooling created by the COVID-19 pandemic prompted nationwide concern about negative impacts on academic proficiency, particularly for vulnerable student populations. Pennsylvania's 2021 statewide assessments offered the first opportunity since the pandemic began to assess how students across the Commonwealth were faring, whether achievement gaps had widened, and how remote learning affected student performance. As in other states, the raw assessment data did not tell the full story of the pandemic's impacts on academic proficiency. Fewer Pennsylvania students participated in the 2021 assessments than in prior years, and test takers were not a representative sample of all students. In addition, test administration dates varied widely across the state in 2021, with some local education agencies (LEAs) postponing the usual spring assessments to the fall. Using a predictive model that accounts for the unique assessment issues in 2021 and the instructional modes that Pennsylvania LEAs offered, this research brief provides a fuller picture of the pandemic's impacts on academic proficiency in grades 5 through 8. Key findings for Pennsylvania students in grades 5 through 8 include: (1) students in vulnerable groups and in fully remote learning had lower assessment participation rates than other students in 2021; (2) the pandemic led to a substantial reduction in academic proficiency statewide in 2021, reducing academic achievement even more than the results for tested students indicated (3) the pandemic had consistently large negative academic effects across student groups, including for vulnerable groups that had low rates of proficiency before the pandemic; and (4) LEAs that were fully remote after winter break saw lower proficiency rates in 2021, compared with LEAs that offered fully in-person learning to similar students. [This brief includes contributions from Candy Miller, Rhonda Johnson, and Rosemary Riccardo.] (As Provided).
Anmerkungen	Mathematica. P.O. Box 2393, Princeton, NJ 08543. Tel: 609-799-3535; Fax: 609-799-0005; e-mail: publications@mathematica-mpr.com; Web site: https://www.mathematica.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01