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Download full textIan Callen; Dan Goldhaber; Thomas J. Kane; Anna McDonald; Andrew McEachin; Emily Morton – National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2024
It is now well established that the COVID-19 pandemic had a devastating and unequal impact on student achievement. Test score declines were disproportionately large for historically marginalized students, exacerbating preexisting achievement gaps and threatening educational and economic inequality. In this paper, we use longitudinal student-level…
Descriptors: COVID-19, Pandemics, Achievement Gains, At Risk Students
