Achievement gaps between low-poverty and high-poverty elementary schools grew by .10–.20 SD, primarily during 2020–2021¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person · recheck by 2027: baselines and conditions change

Subclaims¶

q3 i? The achievement gap between students in low-poverty and high-poverty elementary schools widened by .10–.20 SD, mainly during the 2020–2021 school year; the article prints this SD growth but no standardized effect-size statistic, so no magnitude code is assigned. → Megan Kuhfeld 2022

Evidence¶

Megan Kuhfeld 2022¶

Megan Kuhfeld, James Soland, Karyn Lewis. (2022). Test score patterns across three COVID-19-impacted school years. Educational Researcher. https://doi.org/10.3102/0013189X221109178

q3 · i? · associational · r2

Observational analysis of 5.4 million students' test scores comparing low-poverty and high-poverty elementary schools; the study reports gaps "grew by .10–.20 SD, primarily during the 2020–2021 school year," with no further effect-size statistic printed.

"Achievement gaps between students in low-poverty and high-poverty elementary schools grew by .10–.20 SD, primarily during the 2020–2021 school year"

Discussion¶

Learner Variables¶

• Socioeconomic Status — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Children from low-SES families were more negatively affected by COVID-19 school closures than children from high-SES families — the general claim this finding bears on, with the studies behind it
• Differences in engagement and achievement between high- and low-GPA students grew more sharply during the pandemic among Chicago Connected participants than among eligible non-participants — related
• Controlling for school poverty greatly reduces but does not eliminate racial/ethnic gaps at kindergarten entry — related
• Kindergarten closures hit children in low-SES schools hardest in basic counting and numeracy skills (d = 0.2 in 2020; d = 0.3 in 2021), widening inequalities — related