Attendance and online platform participation remained predictive of students' course grades during remote learning, with relationships as large or larger than pre-pandemic¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Relationships between attendance (official attendance or time in synchronous instruction) and course grades were as large or larger during the remote/hybrid year as in pre-pandemic years, so attendance remained an effective indicator of students at risk of failing courses. → Gwynne 2024

Evidence¶

Gwynne 2024¶

Gwynne, J.A., Allensworth, E.M., Young, C., & Hart, H. (2024). Student experiences through the COVID-19 pandemic: Attendance, online learning platform use, and annual survey reports. Chicago, IL: University of Chicago Consortium on School Research. https://www.cps.edu/about/district-data/metrics/

q2 · i? · associational · r2

Analysis relating district attendance data and Google Meets participation to 2020-21 course grades for students in grades 4-12 enrolled in regular district schools. The report found these relationships were "as large or larger during the remote/hybrid year as in pre-pandemic years."

"We found that the relationships between attendance (measured as official attendance, or time in synchronous instruction) and course grades were as large or larger during the remote/hybrid year as in pre-pandemic years."

Discussion¶

Related Claims¶

• Low attendance is linked with lower academic skills, grades, and high school graduation, and high attendance with higher ones — the general claim this finding bears on, with the studies behind it

• Attendance, behavior, and course performance (the ABC indicators) reliably predict which secondary students are at risk of dropping out — the general claim this finding bears on, with the studies behind it

• High school students participated in synchronous remote instruction on more days than they were counted present, suggesting under-minutes rather than full-day absence drove their absences — related
• Behavioral-only metrics from an instrumented online textbook support early prediction of final course grades in flipped statistics courses — related
• During remote learning, students at all grade levels spent about four hours per day in synchronous online instruction regardless of district requirements — related
• Course grades of students in grades 4-8 declined during remote and hybrid learning relative to pre-pandemic years — related
• High school course grades improved in spring 2020 and remained higher than pre-pandemic levels through spring 2021, with a slight rise in Fs — related