Students and teachers reported more positive school climate perceptions in 2020/21 during hybrid and remote learning than in 2018/19 and 2021/22¶
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
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? In a sample of Pennsylvania public schools surveyed consistently across years, climate perceptions were more positive in 2020/21 than in 2018/19 and 2021/22. → 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
Analysis of PDE school climate survey scores from a pre-pandemic year (2018/19) to 2020/21 and 2021/22 in Pennsylvania public schools that took the survey consistently; the study found "more positive perceptions of school climate in the 2020/21 school year". No effect size is printed.
"students and teachers reported more positive perceptions of school climate in the 2020/21 school year, during hybrid and remote learning, compared to 2018/19 and 2021/22"
Discussion¶
Related Claims¶
- The U.S. Bureau of Labor estimates 567,000 fewer teachers in public schools in 2022 than prior to the COVID-19 pandemic — related
- No association found between 2021/22 school climate scores and the amount of virtual and hybrid instruction in 2020/21 — related
- No evidence of a significant decline in school climate scores between 2018/19 and 2021/22 in the Pennsylvania sample — 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
- The review synthesized 110 studies on the effectiveness of remote learning practices in K-12 settings — 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
- Students' perceptions of their classes and schools matter more for attendance in post-pandemic years than before the pandemic — related
- Local leaders supported student learning in similar and different ways across in-person, hybrid, and remote instructional modalities — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
pandemic-year-climate-positive-bump-pennsylvania |
title |
Students and teachers reported more positive school climate perceptions in 2020/21 during hybrid and remote learning than in 2018/19 and 2021/22 |
description |
Students and teachers reported more positive school climate perceptions in 2020/21 during hybrid and remote learning than in 2018/19 and 2021/22 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — whitney-kozakowski-2023 |
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