The COVID-19 School Year: Learning and Recovery across 2020-2021

Autor/inn/en	Kuhfeld, Megan; Soland, James; Lewis, Karyn; Ruzek, Erik; Johnson, Angela
Titel	The COVID-19 School Year: Learning and Recovery across 2020-2021
Quelle	In: AERA Open, 8 (2022) 1, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kuhfeld, Megan) ORCID (Soland, James) ORCID (Ruzek, Erik) ORCID (Johnson, Angela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	COVID-19; Pandemics; School Closing; Elementary Secondary Education; Academic Achievement; Trend Analysis; Elementary School Students; Middle School Students; Mathematics Achievement; Reading Achievement; Racial Differences; Low Achievement + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Schulleistung; Trendanalyse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Rassenunterschied; Unterdurchschnittliche Leistung
Abstract	The schooling disruptions due to the COVID-19 pandemic continue to reverberate across the K-12 educational system more than a year after schools closed for in-person instruction. In this study, we examined the aftermath of these disruptions by modeling student achievement trends prior to and during the pandemic, with particular focus on growth in 2020-2021. The data included test scores from 4.9 million U.S. students in Grades 3 through 8. Although the average student demonstrated positive gains in math and reading during the 2020-2021 school year, students were still behind typical (prepandemic) averages by spring 2021 (0.16 to 0.26 standard deviations behind in math and 0.06 to 0.11 standard deviations behind in reading). Furthermore, growth in math was more variable than in prior years, and much of the gains occurred among initially high-performing students pulling further ahead. Findings support the theory that the pandemic left students behind academically across the board while also worsening existing educational inequities. (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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01