Pandemic achievement declines were uneven across racial/ethnic groups, with the largest declines still apparent for Hispanic, Black, and AIAN students in spring 2022¶

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? The pandemic's achievement impacts were uneven across racial/ethnic groups, with the largest declines still apparent for Hispanic, Black, and AIAN students. → Kuhfeld 2022

Evidence¶

Kuhfeld 2022¶

Kuhfeld, M., & Lewis, K. (2022). Student achievement in 2021-22: Cause for hope and continued urgency. NWEA Research brief. https://www.nwea.org/research/publication/student-achievement-in-2021-22-cause-for-hope-and-continued-urgency/

q2 · i? · associational · r2

Subgroup analysis of the MAP Growth observational dataset comparing 2021-22 achievement with pre-pandemic norms. The brief reports "uneven impacts of the pandemic across racial/ethnic groups" with the largest declines for Hispanic, Black, and AIAN students.

"The results showed uneven impacts of the pandemic across racial/ethnic groups with the largest achievement declines still apparent for Hispanic, Black, and 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
• Achievement declines from 2019 to 2022 were smaller for Asian American and White first and second graders than for Hispanic, Black, and AIAN students — possibly the same claim (merge candidate)
• Middle school achievement declines in spring 2022 appear to be mostly unchanged from earlier pandemic levels — related
• BIPOC students' math achievement in fall 2020 dropped substantially relative to pre-pandemic national norms, with the largest declines in grades 4-6 — 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 — possibly the same claim (merge candidate)
• Controlling for school poverty greatly reduces but does not eliminate racial/ethnic gaps at kindergarten entry — related
• Achievement declines from 2019 to 2022 were larger for students in high-poverty schools than in low-poverty schools in grades 1–2 — related