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Test score patterns across three COVID-19 impacted school years
Open accessAbstract
The COVID-19 pandemic has been a seismic and ongoing disruption to K–12 schooling. Using test scores from 5.4 million U.S. students in Grades 3–8, we tracked changes in math and reading achievement across the first 2 years of the pandemic. Average math test scores in the fall of 2021 in Grades 3–8 were .20–.27 standard deviation (SD) lower relative to same-grade peers in the fall of 2019, while reading test scores decreased by .09–.18 SD. Achievement gaps between students in low-poverty and high-poverty elementary schools grew by .10–.20 SD, primarily during the 2020–2021 school year. Achievement disparities by student race/ethnicity also widened substantively. Observed declines are more substantial than during other recent school disruptions, such as those due to natural disasters.
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During the first two years of the pandemic, mathematics achievement dropped the most, with average 2021 mathematics test scores .20-.27 standard deviations lower relative to same-grade peers in fall 2019.
“During the first two years of the pandemic, mathematics achievement dropped the most, with the average 2021 mathematics test scores .20-.27 standard deviations lower relative to the same grade peers in fall 2019.”
From COVID-19 Impact on College Algebra (2024) · cites this paper as Kuhfeld et al., 2022
Achievement gaps were more noticeable in low income schools.
“Achievement gaps were also more noticeable in low income schools where students may not have the resources or technology at home to stay on top of their learning and work (Kuhfeld et al., 2022).”
From COVID-19 Impact on College Algebra (2024) · cites this paper as Kuhfeld et al., 2022
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COVID-19 Impact on College Algebra
Childers, A., & Lu, L. (2024) · Journal of the National Organization for Student Success · doi:10.61617/jnoss.21
Metadata
- Authors
- Kuhfeld, M., Soland, J., & Lewis, K.
- Affiliations
- Northwest Evaluation Association (US)
- Corresponding author
- Kuhfeld, Megan
- Venue
- EdWorkingPapers.com
- Publisher
- EdWorkingPapers.com
- Published
- 2022
- Volume
- 51
- Issue
- 7
- Pages
- 500-506
- ISSN
- 0013-189X (ISSN-L)
- OpenAlex
- W4283726911
- Cited by
- 207
- References
- 0
- Citations by year
- 2026: 14 · 2025: 54 · 2024: 65 · 2023: 57 · 2022: 17
- FWCI
- 104.02
- Type
- journal article
- Language
- en
- Open access
- green
- doi.org
- Locations
- Educational Researcher (publishedVersion)
- Brown Digital Repository
- Topics
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Economics, Econometrics and Finance › Economics and Econometrics › COVID-19 Pandemic Impacts
- Keywords
- COVID-19 pandemic, school closures, academic performance, mathematics achievement, reading achievement, achievement gap, racial and ethnic disparities, K-12 education, standardized test scores, school disruption
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