Pandemic-era findings support the theory that COVID-19 left students behind academically across the board while worsening existing educational inequities¶

Claim · All claims
Evidence · 1 study · associational r2 · q1
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person · recheck by 2027: baselines and conditions change

Subclaims¶

q1 i? The authors state the findings support a theory of across-the-board academic setbacks combined with widening inequities. → Megan Kuhfeld 2022

Evidence¶

Megan Kuhfeld 2022¶

Megan Kuhfeld, James Soland, Karyn Lewis, Erik Ruzek, Angela Johnson. (2022). The COVID-19 school year: Learning and recovery across 2020-2021. AERA Open, 8. https://doi.org/10.1177/23328584221099306

q1 · i? · associational · r2

This is the authors' interpretive conclusion drawn from their trend modeling of 4.9 million students' test scores; the abstract states the findings "support the theory that the pandemic left students behind academically across the board while also worsening existing educational inequities." It is an author interpretation rather than a separately tested result.

"Findings support the theory that the pandemic left students behind academically across the board while also worsening existing educational inequities."

Discussion¶

Related Claims¶

• Middle school reading achievement in grades 6-8 remained stagnant after COVID-19 while math and elementary reading showed progress — reports the opposite
• NWEA researchers report an urgent post-COVID-19 academic recovery challenge in middle school reading — related
• The lowest-performing middle school readers fell further behind during post-COVID recovery — a narrower finding that bears on this claim
• Post-COVID classrooms show increased academic diversity, with more students off-track and further behind grade-level proficiency — a narrower finding that bears on this claim
• COVID-19 closures left schools and districts serving 55.1 million students in an unprecedented time — related
• After the pandemic, more students are off-track and further behind grade-level proficiency, deepening challenges for educators — related
• Socio-economic inequality in learning increased during the pandemic for most estimates, across subjects, grades and pandemic stages — a narrower finding that bears on this claim
• Post-COVID classrooms show increased academic diversity in the composition and spread of student achievement levels — related
• Achievement disparities by student race/ethnicity widened substantively during the pandemic — a narrower finding that bears on this claim
• Post-pandemic classrooms present teachers with students in the same grade who differ more in learning needs than before the pandemic — a narrower finding that bears on this claim