Achievement declines from 2019 to 2022 were smaller for Asian American and White first and second graders than for Hispanic, Black, and AIAN students¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · recheck by 2027: baselines and conditions change

Subclaims¶

q2 i? In both reading and math, pre-COVID to COVID achievement differences were smaller for Asian American and White students than for Hispanic, Black, and AIAN students in grades 1–2. → Kuhfeld 2022

Evidence¶

Kuhfeld 2022¶

Kuhfeld, M., & Lewis, K. (2022). COVID-19 in the early elementary years: A comparison of achievement in spring 2019 and spring 2022. NWEA Collaborative for Student Growth. https://www.nwea.org/research/publication/covid-19-in-the-early-elementary-years-a-comparison-of-achievement-in-spring-2019-and-spring-2022/

q2 · i? · associational · r2

Figure 2 disaggregates MAP Growth percentile rank changes from 2019 to 2022 by race/ethnicity for grades 1–2; Table 3 reports group-level means, median percentiles, and standardized differences across racial/ethnic groups.

"In both subjects, the differences in achievement between the pre-COVID and COVID samples is smaller for Asian American and White students than for Hispanic, Black, and American Indian and Alaska Native (AIAN) students"

Discussion¶

Learner Variables¶

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

Related Claims¶

• Black, AIAN, and Latinx students made 55-68% of typical math gains and 73-86% of typical reading gains during the pandemic, while Asian American students made 88-100% — related
• American Indian and Alaska Native, Black, and Latinx students and students in high-poverty schools were disproportionately impacted by pandemic-era achievement declines, particularly in elementary grades — related
• Pandemic achievement declines were uneven across racial/ethnic groups, with the largest declines still apparent for Hispanic, Black, and AIAN students in spring 2022 — possibly the same claim (merge candidate)
• Achievement declines from 2019 to 2022 were larger for students in high-poverty schools than in low-poverty schools in grades 1–2 — related
• First- and second-grade spring 2022 achievement in reading and math was lower than spring 2019 prepandemic achievement — related
• Asian and white CPS students score consistently higher than Latino and African-American students in reading and math, and Asian students score significantly higher in math than white students — related
• Ever-ELs closed in on the national average by end of 4th grade, with Asian and White ever-ELs surpassing it in 2nd grade — related
• Validity evidence for the IRLA is disaggregated across grade, program, and race/ethnicity — related
• In schools offering both course types, enrollment differs by race/ethnicity, with more White students in single-discipline courses — related
• Controlling for school poverty greatly reduces but does not eliminate racial/ethnic gaps at kindergarten entry — related
• Disaggregating by race and income can show aggregate subgroup gaps largely reflect differing subgroup compositions (hypothetical example) — related
• Prior-year heat exposure reduces learning, with about 3 times greater impact on Black and Hispanic/Latine students than White students — related
• Black and Latinx students generally feel less safe at school than their White peers — related
• Racial achievement gaps persist among California middle and high school students, with Asian and White students reporting higher academic achievement than African American, American Indian, and Hispanic students — related
• During COVID, a third-grade volume-of-reading strategy showed greater reading growth than a control group without the strategy — related
• Retention rates for Black/African American and Hispanic/Latino students dropped more steeply between the second and third semesters than for White and Asian students in both cohorts — related
• Achievement disparities by student race/ethnicity widened substantively during the pandemic — a broader claim this one bears on
• Large racial and socioeconomic achievement disparities persisted in an affluent high-performing district — related
• Young white students progress more slowly in math and reading than Asian, black, and Hispanic students, with differences attenuating at older ages — related