School Disruptions Exacerbated Inequality in High School Completion
Bibliographic Data
| ID | 9730609 |
|---|---|
| Authors | Ran Liu (0000-0003-1255-2710, University of Wisconsin-Madison, Madison, WI, USA, corresponding author) |
| Year | 2023 |
| Volume | 52 |
| Issue | 6 |
| Pages | 394-397 |
| Publication date | 2023-08-01 |
| 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 | 10.3102/0013189x231167152 |
| OpenAlex | W4366975132 |
| Language | EN |
| Citations received | 2 |
| References cited | 5 |
Using school-month-level learning mode data and high school completion rates across three school years from 429 Wisconsin public high schools, this study examines the impact of disruptions to in-person instruction during the COVID-19 pandemic on high school completion rates, with a focus on socioeconomic disparities. Findings reveal that a longer time in virtual or hybrid learning mode in 2020–21 decreases overall school completion rates and increases the within-school gap in completion rates between economically disadvantaged and non-disadvantaged students. This study provides further evidence of the unequal impact of the pandemic and calls for initiatives to support disadvantaged students during school disruptions
Coronavirus disease 2019 (COVID-19 · Disadvantaged · Economic growth · Economics · Inequality · Mathematics education · Medical education · Pandemic · Population · Socioeconomic status · Sociology · COVID-19 and Mental Health · Demography · Homelessness and Social Issues · Medicine · Psychology · Youth Substance Use and School Attendance
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |