COVID-19, School District Operations, and Student Academic Performance in Virginia. EdWorkingPaper No. 26-1373
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| Title: | COVID-19, School District Operations, and Student Academic Performance in Virginia. EdWorkingPaper No. 26-1373 |
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| Language: | English |
| Authors: | Amy Reynolds, Beth E. Schueler, Luke C. Miller, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2026. |
| 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: | 44 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305S210009 R305B200005 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education Early Childhood Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Grade 6 Grade 7 Grade 8 |
| Descriptors: | COVID-19, Pandemics, Mathematics Achievement, Elementary School Students, Middle School Students, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, School Closing, Equal Education, Racial Differences, Ethnicity, Socioeconomic Status, Students with Disabilities, English Learners, School Districts, In Person Learning, Achievement Gains, Intervention |
| Geographic Terms: | Virginia |
| Abstract: | We use longitudinal student-level data and interrupted time series methods to examine the impact of the COVID-19 pandemic on mathematics achievement among 3rd-8th grade students in Virginia, a state that offered particularly low levels of access to in-person learning in the school reopening period. We find notably large negative initial effects on math in 2020-21, much greater in magnitude than estimates of the nationwide impact. The recovery in 2021-22 and 2022-23 was substantial but students remained well-behind pre-pandemic levels. We also observe differential impacts across subgroups, exacerbating inequality based on socioeconomic background and race but not on receipt of special education or English Learner services. Initial negative impacts were larger in districts with lower levels of access to in-person learning in 2020-21, however, these same districts saw the greatest recovery by 2022-23. We observe suggestive evidence that districts providing greater learning needs supports (e.g., tutoring, extended time) saw somewhat smaller achievement declines, but no strong evidence of differences in pandemic effects (or sometimes mixed evidence) based on other district operational decisions such as their emphasis on assessment use, technology, social-emotional supports, family engagement, health protocols, or teacher development. Findings suggest the continued need to address the pandemic's long educational shadow. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | ED678246 |
| Database: | ERIC |
| Abstract: | We use longitudinal student-level data and interrupted time series methods to examine the impact of the COVID-19 pandemic on mathematics achievement among 3rd-8th grade students in Virginia, a state that offered particularly low levels of access to in-person learning in the school reopening period. We find notably large negative initial effects on math in 2020-21, much greater in magnitude than estimates of the nationwide impact. The recovery in 2021-22 and 2022-23 was substantial but students remained well-behind pre-pandemic levels. We also observe differential impacts across subgroups, exacerbating inequality based on socioeconomic background and race but not on receipt of special education or English Learner services. Initial negative impacts were larger in districts with lower levels of access to in-person learning in 2020-21, however, these same districts saw the greatest recovery by 2022-23. We observe suggestive evidence that districts providing greater learning needs supports (e.g., tutoring, extended time) saw somewhat smaller achievement declines, but no strong evidence of differences in pandemic effects (or sometimes mixed evidence) based on other district operational decisions such as their emphasis on assessment use, technology, social-emotional supports, family engagement, health protocols, or teacher development. Findings suggest the continued need to address the pandemic's long educational shadow. |
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