Test Score Patterns across Three COVID-19-Impacted School Years

Autor/inn/en	Kuhfeld, Megan; Soland, James; Lewis, Karyn
Titel	Test Score Patterns across Three COVID-19-Impacted School Years
Quelle	In: Educational Researcher, 51 (2022) 7, S.500-506 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kuhfeld, Megan) ORCID (Soland, James)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X221109178
Schlagwörter	COVID-19; Pandemics; Elementary School Students; Mathematics Achievement; Reading Achievement; Achievement Gains; Poverty; Scores; Minority Group Students + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Achievement gain; Leistungssteigerung; Armut
Abstract	The COVID-19 pandemic has been a seismic and ongoing disruption to K-12 schooling. Using test scores from 5.4 million U.S. students in Grades 3-8, we tracked changes in math and reading achievement across the first 2 years of the pandemic. Average math test scores in the fall of 2021 in Grades 3-8 were 0.20-0.27 standard deviation (SD) lower relative to same-grade peers in the fall of 2019, while reading test scores decreased by 0.09-0.18 SD. Achievement gaps between students in low-poverty and high-poverty elementary schools grew by 0.10-0.20 SD, primarily during the 2020-2021 school year. Achievement disparities by student race/ethnicity also widened substantively. Observed declines are more substantial than during other recent school disruptions, such as those due to natural disasters. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01