ERIC Number: EJ1300394
Record Type: Journal
Publication Date: 2021
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-189X
EISSN: N/A
Achievement Gaps in the Wake of COVID-19
Bailey, Drew H.; Duncan, Greg J.; Murnane, Richard J.; Au Yeung, Natalie
Educational Researcher, v50 n5 p266-275 Jun-Jul 2021
A survey targeting education researchers conducted in November 2020 provides forecasts of how much achievement gaps between low- and high-income students in U.S elementary schools will change as a result of COVID-related disruptions to in-class instruction and family life. Relative to a pre-COVID achievement gap of 1.00 SD, respondents' median forecasts for the jump in the achievement gaps in elementary school by spring 2021 were large--a change from 1.00 to 1.30 and 1.25 SD for math and reading achievement. Forecasts were similar for 2022. Although forecasts were heterogeneous, respondents showed overwhelming consensus that gaps would grow. We discuss implications for strategies to reduce learning gaps exacerbated by the pandemic as well as the mental models researchers appear to employ in making their forecasts.
Descriptors: Achievement Gap, COVID-19, Pandemics, Socioeconomic Status, Social Differences, Elementary School Students, Low Income Students, Mathematics Achievement, Reading Achievement, Grade Prediction
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A