Students with disabilities may have experienced disproportionate academic impacts from COVID-19, according to NWEA research¶

Claim · All claims
Evidence · 1 study · review r? · 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? Students with disabilities may have experienced disproportionate academic impacts from COVID-19. → Academic growth for students with disabilities: Lessons from school-year learning gains and summer learning loss—Implications for COVID-19 recovery and beyond 2022

Evidence¶

Academic growth for students with disabilities: Lessons from school-year learning gains and summer learning loss—Implications for COVID-19 recovery and beyond 2022¶

Academic growth for students with disabilities: Lessons from school-year learning gains and summer learning loss—Implications for COVID-19 recovery and beyond. (2022). NWEA research brief. https://www.nwea.org/research/publication/academic-growth-for-students-with-disabilities-lessons-from-school-year-learning-gains-and-summer-learning-loss-implications-for-covid-19-recovery-and-beyond/

q1 · i? · review · r?

The brief's own framing statement, posed as a question motivating the brief. It asserts only that SWD may have experienced disproportionate academic impacts from COVID-19; no data, measures, or effect sizes are printed on the page, so the finding is recorded as the authors' stated premise.

"How can we support academic growth for students with disabilities (SWD) who may have experienced disproportionate academic impacts from COVID-19?"

Discussion¶

Related Claims¶

• COVID-19 school closures will likely impact student academic achievement — a broader claim this one bears on
• COVID-19 school closures in Pennsylvania are likely to have caused substantial learning losses, with harms concentrated in populations also disproportionately harmed by the disease — 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 — related
• Fall 2021 achievement was lower for all student groups, with disproportionately high impacts for historically marginalized students and students in high-poverty schools — related
• Most Pennsylvania students were in LEAs that prioritized students with disabilities for in-person instruction, and the pandemic made special education services harder to provide — related
• The NWEA COVID-19 visualization provides state-level insights into 2020–2021 MAP Growth performance to inform academic recovery — related
• Students with disabilities suffered disproportionately from reduced instructional time and disconnection from school communities during COVID-19 — related
• COVID-19 learning losses are expected to be concentrated in the early grades and among students who were already struggling before the pandemic — related
• New research examined academic growth trends of students with disabilities in special education during the school year compared to the summer before the pandemic — related