The COVID-19 school year: Learning and recovery across 2020-21

Principal Investigator(s):  View help for Principal Investigator(s) Megan Kuhfeld, NWEA; James Soland, UVA; Karyn Lewis, NWEA; Erik Ruzek, NWEA; Angela Johnson, NWEA

Version:  View help for Version V1

Name File Type Size Last Modified
1.HLM_modeling_2017-18_2018-19.R text/x-rsrc 14.2 KB 04/19/2022 07:55:AM
2.HLM_modeling_2019-20_2020-21.R text/x-rsrc 23.3 KB 04/19/2022 08:01:AM
3.Tables_Figures.R text/x-rsrc 40 KB 04/19/2022 08:02:AM
HLM_Template_2017-18_2018-19_M0_Linear.hlm text/plain 931 bytes 04/19/2022 08:03:AM
HLM_Template_2017-18_2018-19_M1_PVI.hlm text/plain 984 bytes 04/18/2020 11:53:AM
HLM_Template_M1_Linear.hlm text/plain 892 bytes 04/19/2022 11:38:AM
HLM_Template_M2_Within_Between_Covariates.hlm text/plain 1.4 KB 09/23/2021 01:46:PM
HLM_Template_M3_Linear_PVI_dummies.hlm text/plain 983 bytes 07/12/2021 02:56:PM
MDMT_Template_2017-18_2018-19.mdmt text/plain 820 bytes 08/31/2021 12:33:PM
MDMT_Template_v3.mdmt text/plain 1005 bytes 04/06/2022 02:52:PM

Project Citation: 

Kuhfeld, Megan, Soland, James, Lewis, Karyn, Ruzek, Erik, and Johnson, Angela. The COVID-19 school year: Learning and recovery across 2020-21. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2022-04-19. https://doi.org/10.3886/E168141V1

Project Description

Summary:  View help for Summary This is the code repository for the paper The COVID-19 school year: Learning and recovery across 2020-21, published in AERA Open (2022).

Abstract: The schooling disruptions due to the COVID-19 pandemic continue to reverberate across the K-12 educational system more than a year after schools closed for in-person instruction. In this study, we examined the aftermath of these disruptions by modeling student achievement trends prior to and during the pandemic, with particular focus on growth in 2020-21. The data included test scores from 4.9 million U.S. students in grades 3-8. Although the average student demonstrated positive gains in math and reading during the 2020-21 school year, students were still behind typical (pre-pandemic) averages by spring 2021 (0.16-0.26 standard deviations behind in math and 0.06-0.11 standard deviations behind in reading). Furthermore, growth in math was more variable than prior years, and much of the gains occurred among initially high-performing students pulling further ahead. Findings support the theory that the pandemic left students behind academically across the board while also worsening existing educational inequities.

Scope of Project

Subject Terms:  View help for Subject Terms COVID-19; test scores
Time Period(s):  View help for Time Period(s) 2017 – 2021 (covers 2017-18, 2018-19, 2019-20, and 2020-21 school years)

Methodology

Data Source:  View help for Data Source 1) the NWEA Growth Research Database

2) the 2018-19 Public Elementary/Secondary School Universe Survey Data collected as part of the Common Core of Data (CCD) from the National Center for Education Statistics

3) the COVID-19 Pandemic Vulnerability Index (PVI) reported at the county level by National Institute of Environmental Health Sciences (NIEHS). 
Scales:  View help for Scales MAP Growth interim assessments

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Published Versions

V1 [2022-04-19]

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