NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: ED629736
Record Type: Non-Journal
Publication Date: 2021-Oct
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
In-Person vs. Virtual: Learning Modality Choices and Movement during COVID-19 Varies Depending on Students' Ethnicity and Prior Academic Performance
Ji-Eun Lee; Erin Ottmar; Jenny Yun-Chen Chan; Barbara Booker; Lauren Decker-Woodrow
Grantee Submission, Paper presented at the 2021 Conference of the Society for Research on Educational Effectiveness (Online, Oct, 2021)
The COVID-19 pandemic has had a massive impact on education systems in the U.S, prompting a variety of changes to school learning environments. This study investigates student/family choices of learning modality in one large school district in the U.S and examines how these choices differ by students' race/ethnicity and performance level. Results revealed that the majority of White, Hispanic, and multiracial students initially selected in-person learning, whereas the majority of Asian and Black students selected virtual learning. Although 60% of Black students initially selected virtual learning, half of Black students transitioned to in-person learning by the end of the Fall semester. Further, only 23% of low-performing students started with virtual learning, and more than half of these students moved to in-person learning during the Fall. Findings suggest that student choice of learning modality varies depending on their race/ethnicity and academic performance, and these choices may have implications on their learning experiences and achievement during COVID-19.
Related Records: ED657009
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 7
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); National Science Foundation (NSF)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A180401; 2142984