Estimating Changes to Student Learning in Illinois Following Extended School Building Closures Due to the COVID-19 Pandemic. REL 2022-131
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| Title: | Estimating Changes to Student Learning in Illinois Following Extended School Building Closures Due to the COVID-19 Pandemic. REL 2022-131 |
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| Language: | English |
| Authors: | Streich, Francie, Pan, Jingtong, Ye, Cong, Xia, Jingyan, National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), American Institutes for Research (AIR), Regional Educational Laboratory Midwest (ED/IES) |
| Source: | Regional Educational Laboratory Midwest. 2021. |
| Availability: | Regional Educational Laboratory Midwest. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/midwest/default.aspx |
| Peer Reviewed: | Y |
| Page Count: | 50 |
| Publication Date: | 2021 |
| Contract Number: | EDIES17C0004 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | School Closing, COVID-19, Pandemics, Elementary School Students, Middle School Students, Student Characteristics, School District Size, Mathematics Achievement, Reading Achievement, Educational Change, Distance Education, Teaching Methods, Longitudinal Studies, Achievement Tests, Mathematics Tests, Reading Tests, Race, English Language Learners, Special Education, Lunch Programs, African American Students, Hispanic American Students |
| Geographic Terms: | Illinois |
| Assessment and Survey Identifiers: | Measures of Academic Progress |
| Abstract: | The COVID-19 pandemic disrupted the education of students in Illinois and around the nation. Leaders at the Illinois State Board of Education and in Illinois public school districts want to better understand how student learning changed during the pandemic. This study examines data from 17 Illinois districts over five years, including four years prior to the pandemic, to measure how student learning changed in fall 2020 relative to fall terms prior to the pandemic. The study demonstrates how learning changed in both mathematics and reading for students in grades 3-8, as well as how these changes varied across student characteristics and district size. The study found that students in grades 4-8 scored lower than expected in mathematics following the onset of the pandemic, after adjusting for other factors. The magnitude varied by grade level. Larger estimated changes in learning occurred in grades 6-8 than in grades 4 and 5. Students in grades 3-8 did not experience any statistically significant changes in learning in reading. A further analysis of learning in mathematics showed that changes in learning varied across students with different characteristics but were unrelated to district size. The study findings should be interpreted with caution, especially when generalizing to the population of Illinois districts and students. The study includes a small number of districts, and the students in these districts differ from the statewide population of students. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| IES Publication: | https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=6728 |
| Entry Date: | 2021 |
| Accession Number: | ED615862 |
| Database: | ERIC |
| Abstract: | The COVID-19 pandemic disrupted the education of students in Illinois and around the nation. Leaders at the Illinois State Board of Education and in Illinois public school districts want to better understand how student learning changed during the pandemic. This study examines data from 17 Illinois districts over five years, including four years prior to the pandemic, to measure how student learning changed in fall 2020 relative to fall terms prior to the pandemic. The study demonstrates how learning changed in both mathematics and reading for students in grades 3-8, as well as how these changes varied across student characteristics and district size. The study found that students in grades 4-8 scored lower than expected in mathematics following the onset of the pandemic, after adjusting for other factors. The magnitude varied by grade level. Larger estimated changes in learning occurred in grades 6-8 than in grades 4 and 5. Students in grades 3-8 did not experience any statistically significant changes in learning in reading. A further analysis of learning in mathematics showed that changes in learning varied across students with different characteristics but were unrelated to district size. The study findings should be interpreted with caution, especially when generalizing to the population of Illinois districts and students. The study includes a small number of districts, and the students in these districts differ from the statewide population of students. |
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