The 2021-22 COVID learning study investigated fall 2021 achievement versus pre-pandemic fall 2019 levels and fall 2019 to fall 2021 gains versus normative growth expectations¶

Claim · All claims
Evidence · 1 study · associational r? · q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The study compared student achievement in fall 2021 to pre-pandemic levels, namely fall 2019. → Megan Kuhfeld 2021 q1 i? The study compared academic gains between fall 2019 and fall 2021 to normative growth expectations. → Megan Kuhfeld 2021

Evidence¶

Megan Kuhfeld 2021¶

Megan Kuhfeld, Karyn Lewis. (2021). Technical appendix for: Learning during COVID-19: An update on student achievement and growth at the start of the 2021-22 school year. NWEA Research. https://www.nwea.org/research/publication/technical-appendix-for-learning-during-covid-19-an-update-on-student-achievement-and-growth-at-the-start-of-the-2021-22-school-year/

q1 · i? · associational · r?

The appendix's own statement of purpose names its two research questions: a comparison of "student achievement in fall 2021" to pre-pandemic fall 2019 levels, and a comparison of fall 2019 to fall 2021 academic gains against normative growth expectations. No results, sample sizes, or effect estimates are printed in the supplied text, so no magnitude is reported.

"We investigated two research questions: How does student achievement in fall 2021 compare to pre-pandemic levels (namely fall 2019)? How did academic gains between fall 2019 and fall 2021 compare to normative growth expectations?"

Discussion¶

Related Claims¶

• Pandemic-period gains from fall 2019 to fall 2021 fell short of pre-pandemic growth norms — possibly the same claim (merge candidate)
• Student achievement at the start of the 2021-22 school year lagged pre-pandemic norms, especially in math — possibly the same claim (merge candidate)
• Pandemic-period growth varied by pre-pandemic achievement status: higher achievers' gains were more consistent with projected normative growth while lower achievers more often fell short — a narrower finding that bears on this claim
• Low achievers experienced larger initial pandemic impacts and less improvement during 2021-22 — related
• The 2021-22 study investigated whether achievement gains across the 2021-22 school year compared to pre-pandemic trends and whether there were initial signs of rebounding or recovery. — related
• Updated norms are heavily weighted toward 2021/22 pandemic-era performance, with lower norm-group performance than the prior norms — related
• The brief investigated the degree to which students' reading and math test scores became more variable as a result of the COVID-19 pandemic — related