School Disruptions Exacerbated Inequality in High School Completion

Autor/in	Liu, Ran
Titel	School Disruptions Exacerbated Inequality in High School Completion
Quelle	In: Educational Researcher, 52 (2023) 6, S.394-397 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Ran)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X231167152
Schlagwörter	High Schools; Public Schools; Graduation; Socioeconomic Influences; Graduation Rate; Pandemics; COVID-19; School Closing; Emergency Programs; Control Groups; Disadvantaged Youth; Achievement Gap; Distance Education; Electronic Learning; High School Students; Wisconsin + Suchen Sie Ihr Suchwort? High school; Oberschule; Public school; Öffentliche Schule; Abschluss; Graduierung; Sozioökonomischer Faktor; School closings; Schule; Schließung; Schließung (von Schulen); Hilfsprogramm; Benachteiligter Jugendlicher; Distance study; Distance learning; Fernunterricht; High schools; Student; Students; Schüler; Schülerin; Studentin
Abstract	Using school-month-level learning mode data and high school completion rates across three school years from 429 Wisconsin public high schools, this study examines the impact of disruptions to in-person instruction during the COVID-19 pandemic on high school completion rates, with a focus on socioeconomic disparities. Findings reveal that a longer time in virtual or hybrid learning mode in 2020-21 decreases overall school completion rates and increases the within-school gap in completion rates between economically disadvantaged and non-disadvantaged students. This study provides further evidence of the unequal impact of the pandemic and calls for initiatives to support disadvantaged students during school disruptions. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01