Test Score Patterns Across Three Covid-19-Impacted School Years
Datos Bibliográficos
| ID | 9733563 |
|---|---|
| Autores | Megan Kuhfeld (0000-0002-2231-5228, NWEA, Portland, OR, autor de correspondencia), James Soland (0000-0001-8895-2871, NWEA, Portland, OR), Karyn Lewis (NWEA, Portland, OR) |
| Año | 2022 |
| Volumen | 51 |
| Número | 7 |
| Páginas | 500-506 |
| Fecha de publicación | 2022-10-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Educational Researcher (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Editorial | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x221109178 |
| OpenAlex | W4283726911 |
| Idioma | EN |
| Citas recibidas | 70 |
| Referencias citadas | 6 |
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 .20–.27 standard deviation (SD) lower relative to same-grade peers in the fall of 2019, while reading test scores decreased by .09–.18 SD. Achievement gaps between students in low-poverty and high-poverty elementary schools grew by .10–.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
Academic achievement · Achievement test · Coronavirus disease 2019 (COVID-19 · Developmental psychology · Economic growth · Economics · Ethnic group · Mathematics education · Natural experiment · Pandemic · Political science · Poverty · Reading (process · Sociology · Standardized test · Statistics · Test (biology · Demography · Education Discipline and Inequality · Mathematics · Medicine · Psychology · School Choice and Performance
Exploring the short-term and long-term effects of the Covid-19 school closures on reading fluency in Southern Germany
Quantile Regression of Cognitive Ability and Achievement Inequality Before and After the Pandemic in One State
Beyond Learning Loss
Structure and flexibility
The impact of Covid-19 school disruptions on children’s learning
The limited role of expectancy-value beliefs, self-efficacy, and perceived attentional control in predicting online learning outcomes in a general education course
Weathering the storm
Hybrid Schooling and Reading Acquisition
Understanding the Effects of a Math Placement Exam on Calculus 1 Enrollment and Engineering Persistence
Collapse of Pre-Covid-19 Differences in Performance in Online vs. In-Person College Science Classes, and Continued Decline in Student Learning
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Policy coordination and development in a Vuca world
‘We can’t lose you’
Teacher goal setting for personalized learning software
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Hybrid technological literacy intervention during Covid-19
Principals’ participative leadership and teachers’ burnout and job satisfaction, before, during and after the Covid-19 pandemic
Leveraging Large Administrative Data for Special Education Policy Analysis
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Four-day school weeks and teacher mobility
A multi-state, student-level analysis of the effects of the four-day school week on student achievement and growth
Examining shifts in conceptual knowledge, procedural knowledge and procedural flexibility in the context of two game‐based technologies
School District and Community Factors Associated with Test Score Declines During the Covid-19 Pandemic
Exploring the Impact of Covid-19 on District Spending for English Learners
Predictors of Reading Performance of Fourth‐Graders
International Declines in Academic Performance and Increases in Loneliness Are Linked to Electronic Devices
The Ecosystem of Middle School Math Achievement
Teaching for transfer can help young children read for understanding
Learning from learning loss
The International Framework for School Health Promotion
Parents' Perceptions of Schools' Covid ‐19 Mitigation Strategies
Vulnerability to Achievement Stressors
Exploring Predictors of Teachers’ Sustained Use of Data-Based Instruction
Texting and tutoring
Postsecondary Attainment Outcomes During the Covid-19 Pandemic
Postsecondary Gaps in Recovery From the Covid-19 Pandemic
The Best of School Systems, yet Lowest for Inclusion
The Politics of School Reopening During Covid-19
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Responding to Crisis
Developmental Losses in Young Children from Preprimary Program Closures during the Covid-19 Pandemic
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Educational inequality as a consequence and cause of race
Social Gaps in Eligibility for a Matriculation Certificate in Israel
Projecting the impact of Covid-19 on education and intergenerational mobility in Sub-Saharan Africa
The Influence of Culturally Responsive Literacy Practices on Students’ Literacy Motivation
Leading Indicators of Academic Achievement
National insights into the stress and well-being of Early Head Start families before and after the Covid-19 pandemic
Optimal lockdowns
Interactive Associations between Physical Activity and Sleep Duration in Relation to Adolescent Academic Achievement
Effects of Covid-19 Financial and Social Hardships on Infants’ and Toddlers’ Development in the Echo Program
Learning loss and recovery from the Covid-19 pandemic
Latin* Student Success After the Covid-19 Pandemic
Socioeconomic disparities in the reopening of schools during the pandemic in Chile
Socioeconomic inequalities in opportunities and participation in in-person learning during the Covid-19 pandemic
Course grades as a signal of student achievement
Puzzling over declining academic achievement
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Losing My Craft”
Asset‐Based Implementation of Structured Adaptations in an Online Third‐Grade Content Literacy Intervention
Understanding K‐3 Teachers' Literacy Instructional Practices During the Pandemic‐Impacted 2020–2021 School Year
Learning to spend time in unusual times
Schooling as a White Good
In School, Engaged, on Track? The Effect of the Pandemic on Student Attendance, Course Grades, and Grade Retention in North Carolina
Fiscal Federalism and K–12 Education Funding
School Disruptions Exacerbated Inequality in High School Completion
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Changes in Secondary School Students’ Grades From 2019 to 2022
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The fall and rise of parental financial investments during the Covid-19 pandemic
| Obras citantes distintas | 70 |
|---|---|
| Citas por año | 17,5 |
| Intervalo de citas | 2022 - 2026 (5) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 70 |