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Direct linkJimmy Kim; Mary Burkhauser; Ethan Scherer; Doug Mosher; Joshua Gilbert; Jackie Relyea; Zhongyu Wei – Society for Research on Educational Effectiveness, 2022
Background: There is substantial descriptive and correlational evidence that the COVID-19 pandemic has exacerbated achievement gaps, as historically underserved students have fallen farther behind in reading. Furthermore, contextual factors like concentrated poverty have systematically amplified the negative effects of the pandemic. Recent data…
Descriptors: Grade 3, Elementary School Teachers, Elementary School Students, Reading Comprehension
