Student Achievement Gaps and the Pandemic: A New Review of Evidence from 2021-2022

Autor/inn/en	Cohodes, Sarah; Goldhaber, Dan; Hill, Paul; Ho, Andrew; Kogan, Vladimir; Polikoff, Morgan; Sampson, Carrie; West, Martin
Institution	Arizona State University (ASU), Center on Reinventing Public Education (CRPE)
Titel	Student Achievement Gaps and the Pandemic: A New Review of Evidence from 2021-2022
Quelle	(2022), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Gap; Pandemics; COVID-19; Elementary Secondary Education; Student Needs; Age Groups; Low Income Students; Minority Group Students; Distance Education; Attendance; Enrollment Trends; Outcome Measures; Outcomes of Education + Suchen Sie Ihr Suchwort? Schulleistung; Age grop; Altersgruppe; Distance study; Distance learning; Fernunterricht; Anwesenheit; Lernleistung; Schulerfolg
Abstract	This is Center on Reinventing Public Education (CRPE)'s second consensus panel report on the pandemic and delays in students' learning. Based on the evidence available a year ago, CRPE reported the average K-12 student in America mastered less academic content due to the pandemic and associated disruptions to schooling. Negative impacts were generally larger in math than in reading, substantial across all grade levels, larger where students had less access to in-person instruction, and larger for Black, Hispanic, and low-income students. This year's report, based on 23 studies published since last July, offers even stronger evidence of the pandemic's negative consequences for student growth and development. The pauses to in-person schooling and related changes in family and community life over the past year continued to interrupt most children's academic growth, but the consequences are not evenly distributed. Children whose schools were closed the longest had their learning interrupted the most--and most often, that affected low-income children and children of color in big cities. In 2022 as in 2021, the authors aim to present a coherent baseline of what is known, unknown, and needs to be known at this stage of the pandemic--and the beginning of a recovery from the pandemic. These reports are designed to help system leaders, community leaders, policymakers, researchers, philanthropies, the media, and others to define ambitious goals and clear metrics that ensure our education system meets every student's needs over the coming years. [This report is an update to "How Much Have Students Missed Academically Because of the Pandemic? A Review of the Evidence to Date" (ED614130).] (ERIC).
Anmerkungen	Center on Reinventing Public Education. Mary Lou Fulton Teachers College, Arizona State University. H.B. Farmer Education Building, 1050 S Forest Mall, Tempe, AZ 85281. e-mail: crpe@uw.edu; Web site: https://crpe.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01