High School Math Course-Taking: Shifts in Access and Achievement Post-COVID-19
Principal Investigator(s): View help for Principal Investigator(s) Megan Kuhfeld, NWEA; Erin Ottmar, WPI; Ji-Eun Lee, WPI
Version: View help for Version V1
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application/zip | 49.3 KB | 05/28/2025 12:35:PM |
Project Citation:
Kuhfeld, Megan, Ottmar, Erin, and Lee, Ji-Eun . High School Math Course-Taking: Shifts in Access and Achievement Post-COVID-19. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2025-05-28. https://doi.org/10.3886/E231261V1
Project Description
Summary:
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This study used NWEA’s MAP Growth math test scores from approximately 1.7 million students to examine the lasting effect of COVID-19 on high school math achievement and the associations among course-taking
trajectories, demographic characteristics, and math achievement. We found
that a drop in math achievement emerged for students in 8th grade in 2020-21
and persisted into 10th grade in spring 2023. Regarding students’ math
course-taking trajectories, while there were not statistically significant
COVID impacts on enrollment rates in Algebra 1, Geometry, and Algebra 2,
significant negative COVID impacts were found for those who took these courses
in their 10th grade. Lastly, although pre-COVID disparities existed in math
achievement across racial/ethnic subgroups, there were no disproportionate
impacts of COVID-19 on specific racial/ethnic subgroups after controlling for
prior achievement.
Funding Sources:
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CRPE
Scope of Project
Subject Terms:
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academic achievement;
COVID-19;
algebra
Geographic Coverage:
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US
Time Period(s):
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2017 – 2023
Methodology
Data Source:
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NWEA Growth Research Database
Scales:
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MAP Growth RIT scale
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