Unequal Learning Loss: How the COVID-19 Pandemic Influenced the Academic Growth of Learners at the Tails of the Achievement Distribution
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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 |
|---|---|
| Language: | English |
| Authors: | Scott J. Peters (ORCID |
| Source: | Journal for the Education of the Gifted. 2025 48(1):25-47. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles 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 Gains, COVID-19, Pandemics, Student Development, Academic Achievement, Gifted Education, Gifted, Achievement Tests, 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 |
| DOI: | 10.1177/01623532241301079 |
| ISSN: | 0162-3532 2162-9501 |
| Abstract: | The COVID-19 pandemic resulted in substantial unfinished learning for U.S. students, but to differing degrees for various subgroups. 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% of achievement in math or reading. 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 2021-2022 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: | EJ1468204 |
| Database: | ERIC |
| Abstract: | The COVID-19 pandemic resulted in substantial unfinished learning for U.S. students, but to differing degrees for various subgroups. 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% of achievement in math or reading. 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 2021-2022 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. |
|---|---|
| ISSN: | 0162-3532 2162-9501 |
| DOI: | 10.1177/01623532241301079 |
