No evidence of a significant decline in school climate scores between 2018/19 and 2021/22 in the Pennsylvania sample¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · recheck by 2026: local conditions change quickly
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? The study found no significant decline in school climate scores from pre-pandemic 2018/19 to 2021/22, suggesting no lasting negative pandemic effect in this sample. → Whitney Kozakowski 2023
Evidence¶
Whitney Kozakowski 2023¶
Whitney Kozakowski, Katlyn Lee Milless, Sonia Alves, Michelle Bennett. (2023). Changes in School Climate During COVID-19 in a Sample of Pennsylvania Schools. REL 2023-003, U.S. Department of Education, Institute of Education Sciences. https://ies.ed.gov/ncee/edlabs
q2 · i? · associational · r1
Comparison of climate scores between 2018/19 and 2021/22 in the same sample of Pennsylvania schools; the study "found no evidence of a significant decline". Equivalence was not tested, and no effect size is printed.
"The study also found no evidence of a significant decline in school climate scores between 2018/19 and 2021/22, suggesting the pandemic did not have a lasting negative effect on school climate in this sample of schools."
Discussion¶
Related Claims¶
- No association found between 2021/22 school climate scores and the amount of virtual and hybrid instruction in 2020/21 — related
- Students and teachers reported more positive school climate perceptions in 2020/21 during hybrid and remote learning than in 2018/19 and 2021/22 — related
- School climate scores were steady across the years before COVID-19 in the Pennsylvania sample — related
- A 2021 review series aims to provide a definitive account of the best available evidence on how the COVID-19 pandemic affected America's students academically — related
- Students' perceptions of their classes and schools matter more for attendance in post-pandemic years than before the pandemic — related
- The pandemic disruption promoted teacher adaptation and may have prompted lasting new practices, per the authors — related
- The COVID-19 pandemic increased classroom disruptions and negatively affected students' social and emotional development — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-lasting-pandemic-climate-decline |
title |
No evidence of a significant decline in school climate scores between 2018/19 and 2021/22 in the Pennsylvania sample |
description |
No evidence of a significant decline in school climate scores between 2018/19 and 2021/22 in the Pennsylvania sample |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
source_checked |
2026-10-20 |
recheck_by |
2026 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — whitney-kozakowski-2023 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.