Allocating Resources for COVID-19 Recovery: A Comparison of Three Indicators of School Need

Autor/inn/en	Schweig, Jonathan D.; McEachin, Andrew; Kuhfeld, Megan; Mariano, Lou; Diliberti, Melissa
Titel	Allocating Resources for COVID-19 Recovery: A Comparison of Three Indicators of School Need
Quelle	27 (2022) 2, S.152-169 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	COVID-19; Pandemics; Resource Allocation; Educational Needs; Academic Achievement; Poverty; At Risk Students; Predictor Variables; Low Income Students; School Closing; Public Schools; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Racial Differences; Ethnicity; Elementary Schools; Middle Schools; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Ressourcenallokation; Educational need; Bildungsbedarf; Schulleistung; Armut; Prädiktor; School closings; Schule; Schließung; Schließung (von Schulen); Public school; Öffentliche Schule; 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; Rassenunterschied; Ethnizität; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule
Abstract	As students return to in-person instruction in the 2021-2022 school year, local education agencies (LEAs) must develop resource allocation strategies to support schools in need. Federal programs have provided resources to support restart and recovery. However, there is little consensus on how LEAs can target resources to support those schools most in need. This study investigates the relationship between three school need indicators (i.e., pre-COVID student performance and progress, school and community poverty, and pandemic vulnerability) and measures of student performance and progress throughout the pandemic to determine which indicators support valid school need inferences. We find that school poverty more strongly predicts performance and progress during the pandemic than pre-COVID academic measures. In elementary schools, we find that pandemic vulnerability independently predicts achievement even when conditioning on poverty and pre-pandemic achievement. Of the indicators of poverty we investigated, the percentage of free and reduced-price lunch-eligible students is the strongest predictor. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01