Exploring the Relationship between Student Learning Location and Student Outcomes in MSAP-Funded Schools during the COVID-19 Pandemic. CRESST Report 869

Autor/inn/en	Wang, Jia; Leon, Seth; Adreani, Linda; Sylvester, Roxanne M.; Bozeman, Velette; Kikoler, David; Rosales, Elaine
Institution	National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Titel	Exploring the Relationship between Student Learning Location and Student Outcomes in MSAP-Funded Schools during the COVID-19 Pandemic. CRESST Report 869
Quelle	(2022), (65 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Models; Distance Education; Blended Learning; Outcomes of Education; Educational Assessment; Attendance; COVID-19; Pandemics; Middle School Students; Mathematics Achievement; Language Arts; Grade 11; College Entrance Examinations; Achievement Gains; Connecticut; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Lehrmodell; Distance study; Distance learning; Fernunterricht; Lernleistung; Schulerfolg; Education; assessment; Bewertungssystem; Anwesenheit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur; School year 11; 11. Schuljahr; Schuljahr 11; Aufnahmeprüfung; Achievement gain; Leistungssteigerung
Abstract	The current quasi-experimental design study explored how students' choice of learning location model (either predominantly remote or hybrid) impacted their outcomes on academic assessments, school day attendance, and chronic absence in the 2020-2021 school year in the midst of the COVID-19 pandemic. Analyzing the student sample across three middle schools, we found that the predominantly remote students scored significantly lower in math assessments than the hybrid students. These predominantly remote students scored similarly to their hybrid comparison students in English language arts (ELA) and had similar attendance rates and chronic absence rates. For the Grade 11 students at the one high school, no statistically significant differences were found between the predominantly remote and the hybrid students on SAT ELA or math assessments, school attendance rates, or chronic absence rates. [This report was supported by the LEARN Regional Educational Service Center.] (As Provided).
Anmerkungen	National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01