Achievement Gaps in the Wake of Covid-19
Bibliographic Data
| ID | 9735010 |
|---|---|
| Authors | Drew H Bailey (0000-0002-7812-1107, University of California, Irvine, CA, corresponding author), Greg J Duncan (0000-0002-9869-6311, University of California, Irvine, CA), Richard J Murnane (0000-0002-2843-8974, Harvard University, Cambridge, MA), Natalie Au Yeung (University of California, Irvine, CA) |
| Year | 2021 |
| Volume | 50 |
| Issue | 5 |
| Pages | 266-275 |
| Publication date | 2021-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x211011237 |
| OpenAlex | W3119648563 |
| Language | EN |
| Citations received | 37 |
| References cited | 23 |
A survey targeting education researchers conducted in November 2020 provides forecasts of how much achievement gaps between low- and high-income students in U.S elementary schools will change as a result of COVID-related disruptions to in-class instruction and family life. Relative to a pre-COVID achievement gap of 1.00 SD, respondents’ median forecasts for the jump in the achievement gaps in elementary school by spring 2021 were large–a change from 1.00 to 1.30 and 1.25 SD for math and reading achievement. Forecasts were similar for 2022. Although forecasts were heterogeneous, respondents showed overwhelming consensus that gaps would grow. We discuss implications for strategies to reduce learning gaps exacerbated by the pandemic as well as the mental models researchers appear to employ in making their forecasts
2019-20 coronavirus outbreak · Coronavirus disease 2019 (COVID-19 · Infectious disease (medical specialty · Outbreak · Physics · Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2 · Wake · COVID-19 and Mental Health · Medicine · Virology · Youth Substance Use and School Attendance
Problems with the Policy Implementation of Learning Management During the Covid-19 Pandemic in Indonesia
Exploring the short-term and long-term effects of the Covid-19 school closures on reading fluency in Southern Germany
Leveraging mathematics software data to understand student learning and motivation during the Covid-19 pandemic
Problematic smartphone use, online classes, and middle school students’ social-emotional competencies during Covid 19
Differential impact of Covid-19 school closures on immigrant students
Course evaluation modeling using multi-level regression
Challenges and opportunities in score reporting
Covid-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain
“What’s Math Got to Do with It?” Emphasizing Math as an Impediment to STEM Excellence for Black Students
University Teacher Students’ Learning in Times of Covid-19
Covid-19 pandemic and mathematics achievement gap in Korea
The politicization of Pisa in evidence-based policy discourses
Multi-level structural equation modelling for factors affecting science achievement of Korean middle school students before and after Covid-19
Leveraging performance and feedback‐seeking indicators from a digital learning platform for early prediction of students' learning outcomes
Predictors of Reading Performance of Fourth‐Graders
Keeping Children, Teachers, and Staff in School
Teaching and learning about respiratory infectious diseases
Long-term assessment of hybrid period first graders’ reading and writing fluency
Views on Modifying the Traditional School Calendar for a Post-Covid World
Determinants of elementary-school academic achievement
School readiness losses during the Covid-19 outbreak. A comparison of two cohorts of young children
Young children and families’ home literacy and technology practices before and during Covid-19
Normal wasn’t always productive or helpful”
Digital capital accumulation in schools, teachers, and students and academic achievement
Teacher support of non-native language students during the Covid-19 pandemic
Shadow education, pandemic style
Mexican-American Early Childhood Education Teacher Stress and Support
You Only Get One Shot with Your Kid’s Education”
A systematic review and meta-analysis of the evidence on learning during the Covid-19 pandemic
Locating Equity in Principals’ Pandemic Decision-Making Practices
Catalyzing Scientific-Professional Learning Communities
Impact of Covid‐19 on Early Literacy Instruction for Emergent Bilinguals
Test Score Patterns Across Three Covid-19-Impacted School Years
Carnival and the Fake School
Learning in the Counterspace of Not School
Gaps in Achievement or Opportunity? How Achievement Gap Discourse Affects Teachers’ Beliefs and Priorities
It Wasn’t Just in My Head
Empirical Benchmarks for Interpreting Effect Sizes in Research
Inequality in household adaptation to schooling shocks
Persistence and Fade-Out of Educational-Intervention Effects
The Evolution of the Black-White Test Score Gap in Grades K–3
Parenting activities and the transition to home-based education during the Covid-19 pandemic
Projecting the Potential Impact of Covid-19 School Closures on Academic Achievement
Rigorous Large-Scale Educational RCTs Are Often Uninformative
Analyzing Schools as Organizations
| Unique citing works | 37 |
|---|---|
| Citations per year | 7,4 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 37 |