Achievement Gaps in the Wake of Covid-19

Dados Bibliográficos

ID9735010
AutoresDrew H Bailey (0000-0002-7812-1107, University of California, Irvine, CA, autor correspondente), 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)
Ano2021
Volume50
Fascículo5
Páginas266-275
Data de publicação2021-06-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducational Researcher (JOURNAL)
Identificadores do periódicoISSN: 0013-189X • E-ISSN: 1935-102X
EditoraAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x211011237
OpenAlexW3119648563
IdiomaEN
Citações recebidas37
Referências citadas23

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