Student-reported instructional quality declined during remote learning, most sharply in middle-grade science and academic press, and had not recovered to pre-pandemic levels by 2022-23¶
Claim · All claims
Evidence · 1 study · associationalr3·q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person · recheck by 2029: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? All measures of middle-grade student-reported instructional quality declined considerably in 2020-21, with declines of 0.12, 0.16, 0.25, and 0.20 s.d. in English, math, science, and academic press, and engagement declining 0.11 s.d.; reports had not recovered to pre-pandemic levels by 2022-23. → 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 · r3
5Essentials survey trend analysis (Figure 7, instructional practices and engagement measures, grades 6-8 and 9-12, 2011 baseline). Middle-grade declines from 2019 to 2021 were "0.12, 0.16, 0.25 and 0.20 s.d." across the four measures; no standardized effect size beyond these s.d. changes is printed.
"Declines were 0.12, 0.16, 0.25 and 0.20 s.d. in English, math, science, and academic press, respectively."
Discussion¶
Related Claims¶
- Student reports of social skills and perseverance were declining before the pandemic, fell further during remote learning in the middle grades, and remained below 2011 levels through 2022-23 — related
- Students reported stronger relationships with teachers and peers during the remote/hybrid year, especially high school students, but these gains did not persist after returning in person — related
- NWEA's 2024 technical brief examines pandemic impacts on science achievement and gains from 2019 through 2024, continuing research on COVID-19 school-closure effects on learning — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
instructional-quality-declined-remote-learning |
title |
Student-reported instructional quality declined during remote learning, most sharply in middle-grade science and academic press, and had not recovered to pre-pandemic levels by 2022-23 |
description |
Student-reported instructional quality declined during remote learning, most sharply in middle-grade science and academic press, and had not recovered to pre-pandemic levels by 2022-23 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
recheck_by |
2029 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — gwynne-2024 |
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