No significant differences in achievement growth were identified for Indigenous students between 2019 and 2020 cohorts¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? For Indigenous students in the sample, no differences in achievement growth were recorded between the 2019 and 2020 cohorts, by subject. → Gore 2021

Evidence¶

Gore 2021¶

Gore, J., Miller, A., Fray, L., Harris, J., & Prieto, E. (2021). The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study. The Australian Educational Researcher, 48, 605-637. https://doi.org/10.1007/s13384-021-00436-w

q3 · i? · causal · r2

Linear mixed models compared Indigenous student achievement growth in mathematics and reading between matched 2019 and 2020 cohorts. The study reports "no differences in achievement growth were recorded between the 2019 and 2020 cohorts, by subject" for Indigenous students.

"For the Indigenous students in the sample, no differences in achievement growth were recorded between the 2019 and 2020 cohorts, by subject"

Discussion¶

Related Claims¶

• Year 3 and Year 4 student achievement growth in mathematics and reading showed no significant differences between 2019 and 2020 cohorts in NSW primary schools — related
• Year 3 students in low-ICSEA schools achieved significantly less mathematics growth in 2020, equivalent to two months less than the 2019 cohort — related
• Students who did not retest in fall 2020 were disproportionately minoritized and lower-achieving compared with students who retested — related
• Year 4 students in major cities demonstrated one month's additional reading growth in 2020 compared with 2019 — related