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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 0000-0003-2459-3384), Meredith Langi, Megan Kuhfeld, Karyn Lewis
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
FullText Text:
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Scott+J%2E+Peters%22">Scott J. Peters</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2459-3384">0000-0003-2459-3384</externalLink>)<br /><searchLink fieldCode="AR" term="%22Meredith+Langi%22">Meredith Langi</searchLink><br /><searchLink fieldCode="AR" term="%22Megan+Kuhfeld%22">Megan Kuhfeld</searchLink><br /><searchLink fieldCode="AR" term="%22Karyn+Lewis%22">Karyn Lewis</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+for+the+Education+of+the+Gifted%22"><i>Journal for the Education of the Gifted</i></searchLink>. 2025 48(1):25-47.
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  Data: 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
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  Data: 23
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink>
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  Data: 10.1177/01623532241301079
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  Data: 0162-3532<br />2162-9501
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2025
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  Data: EJ1468204
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        Value: 10.1177/01623532241301079
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        PageCount: 23
        StartPage: 25
    Subjects:
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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      – SubjectFull: Student Development
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      – SubjectFull: Reading Instruction
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      – TitleFull: 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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