A Comprehensive Picture of Achievement across the COVID-19 Pandemic Years: Examining Variation in Test Levels and Growth across Districts, Schools, Grades, and Students. Working Paper No. 266-0522

Autor/inn/en	Goldhaber, Dan; Kane, Thomas J.; McEachin, Andrew; Morton, Emily
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	A Comprehensive Picture of Achievement across the COVID-19 Pandemic Years: Examining Variation in Test Levels and Growth across Districts, Schools, Grades, and Students. Working Paper No. 266-0522
Quelle	(2022), (100 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Academic Achievement; COVID-19; Pandemics; Tests; Scores; Racial Differences; Ethnicity; Socioeconomic Status; Poverty; Elementary Secondary Education; Instructional Program Divisions; Intellectual Disciplines; Disproportionate Representation; School Districts; Gender Differences; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Public Schools; Mathematics Achievement; Reading Achievement; Elementary School Students; Middle School Students; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Schulleistung; Examination; Prüfung; Examen; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status; Armut; Geisteswissenschaften; School district; Schulbezirk; Geschlechterkonflikt; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Public school; Öffentliche Schule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	In this paper, we use NWEA MAP test data to examine variation in students' achievement and growth during the pandemic across multiple dimensions. Consistent with prior evidence, we find that students' test scores in fall 2021, on average, were substantially below historic averages. Moreover, the average scores of students of color, students attending high poverty schools, and students in elementary school were more negatively impacted, and more so in math than reading. We present novel evidence on the distributions of test scores and growth in fall 2021 relative to pre-pandemic distributions, finding disproportionately larger declines for students with lower previous achievement levels across districts. However, between districts, there was considerable variation in the extent to which their fall 2021 achievement and growth distributions shifted from their historical distributions by subject, student subgroups, and baseline achievement levels. Therefore, accurately targeting students and choosing interventions for pandemic-related recovery will require careful assessment by districts of their students' achievement and growth in the 2021-22 school year (and into the future): assuming that students in a district reflect the national trends of achievement will often lead to incorrect conclusions about the degree to which they suffered pandemic-related learning losses and the amount of support they will need to recover. [This research received funding from the Kenneth C. Griffin Foundation.] (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01