Unequal Learning Loss: How the COVID-19 Pandemic Influenced the Academic Growth of Learners at the Tails of the Achievement Distribution. EdWorkingPaper No. 23-787
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| Title: | Unequal Learning Loss: How the COVID-19 Pandemic Influenced the Academic Growth of Learners at the Tails of the Achievement Distribution. EdWorkingPaper No. 23-787 |
|---|---|
| Language: | English |
| Authors: | Scott J. Peters (ORCID |
| Source: | Annenberg Institute for School Reform at Brown University. 2023. |
| 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: | 35 |
| Publication Date: | 2023 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Grade 7 Junior High Schools Secondary Education Grade 8 |
| Descriptors: | Achievement Tests, Achievement Gains, COVID-19, Pandemics, Student Development, Academic Achievement, Gifted Education, Gifted, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Elementary School Mathematics, Reading Instruction |
| Assessment and Survey Identifiers: | Measures of Academic Progress |
| Abstract: | The COVID-19 pandemic resulted in substantial unfinished learning for U.S. students, but to differing degrees for various subgroups. For example, students of color, from low-income families, or who attended high-poverty schools experienced greater unfinished learning. In this study we examined the degree of unfinished learning for students who went into the pandemic scoring in the top or bottom 10% in the math or reading achievement distributions. Our results show that students who scored at or below the 10th percentile grew less during the pandemic than their similarly-scoring, pre-COVID peers and, as of the end of the 2021-2021 school year, had yet to rebound toward pre-COVID levels of growth or achievement. Conversely, students who scored at or above the 90th percentile largely grew at rates closer to their pre-COVID peers. These students were harmed less academically and have recovered more quickly than their peers scoring at or below the 10th percentile. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED672200 |
| Database: | ERIC |
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