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Test Score Patterns across Three COVID-19-Impacted School Years. EdWorkingPaper No. 22-521

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Title: Test Score Patterns across Three COVID-19-Impacted School Years. EdWorkingPaper No. 22-521
Language: English
Authors: Megan Kuhfeld, James Soland, Karyn Lewis, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2022.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 29
Publication Date: 2022
Document Type: Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: COVID-19, Pandemics, Scores, Elementary School Students, Middle School Students, Mathematics Achievement, Reading Achievement, Achievement Gap, Test Score Decline, Poverty, Achievement Tests
Assessment and Survey Identifiers: Measures of Academic Progress
Abstract: The COVID-19 pandemic has been a seismic and on-going 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 two years of the pandemic. Average fall 2021 math test scores in grades 3-8 were 0.20-27 standard deviations (SDs) lower relative to same-grade peers in fall 2019, while reading test scores decreased by 0.09-0.18 SDs. Achievement gaps between students in low-poverty and high-poverty elementary schools grew by 0.10-0.20 SDs, primarily during the 2020-21 school year. Observed declines are more substantial than during other recent school disruptions, such as those due to natural disasters.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED671987
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Test Score Patterns across Three COVID-19-Impacted School Years. EdWorkingPaper No. 22-521
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  Data: <searchLink fieldCode="AR" term="%22Megan+Kuhfeld%22">Megan Kuhfeld</searchLink><br /><searchLink fieldCode="AR" term="%22James+Soland%22">James Soland</searchLink><br /><searchLink fieldCode="AR" term="%22Karyn+Lewis%22">Karyn Lewis</searchLink><br /><searchLink fieldCode="AR" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22">Annenberg Institute for School Reform at Brown University</searchLink>
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: The COVID-19 pandemic has been a seismic and on-going 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 two years of the pandemic. Average fall 2021 math test scores in grades 3-8 were 0.20-27 standard deviations (SDs) lower relative to same-grade peers in fall 2019, while reading test scores decreased by 0.09-0.18 SDs. Achievement gaps between students in low-poverty and high-poverty elementary schools grew by 0.10-0.20 SDs, primarily during the 2020-21 school year. Observed declines are more substantial than during other recent school disruptions, such as those due to natural disasters.
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      – Text: English
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        PageCount: 29
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      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Elementary School Students
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      – SubjectFull: Middle School Students
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Reading Achievement
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      – SubjectFull: Achievement Gap
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      – SubjectFull: Test Score Decline
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      – SubjectFull: Poverty
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      – SubjectFull: Achievement Tests
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      – SubjectFull: Measures of Academic Progress
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      – TitleFull: Test Score Patterns across Three COVID-19-Impacted School Years. EdWorkingPaper No. 22-521
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