Impacts of the COVID-19 Pandemic on Student Learning and Opportunity Gaps Across the 2020–2021 School Year: A National Survey of Teachers

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Students' academic motivation and participation in extracurricular activities, as perceived by their parents, decreased significantly during the COVID-19 pandemic.

“Moreover, students' academic motivation and participation in extracurricular activities, as perceived by their parents, decreased significantly during the COVID-19 pandemic (Zaccoletti et al., 2020).”

• cites Zaccoletti et al., 2020 sourceSupported

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Several studies have demonstrated that student achievement has been lower during the pandemic compared to prior to the pandemic, with estimates ranging from three percentile points in the Netherlands to more than half of a school year in the U.S. state of Illinois.

“Several studies have demonstrated that student achievement has been lower during the pandemic compared to prior to the pandemic, with estimates ranging from three percentile points in the Netherlands (Engzell et al., 2021) to more than half of a school year in the U.S. state of Illinois (Streich et al., 2021).”

• cites Engzell et al., 2021 sourceSupported
• cites Streich et al., 2021Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Kaffenberger (2021) projected that short-term and long-term efforts can reduce/remediate learning loss.

“Kaffenberger (2021) projected that short-term (e.g., covering previous year's curriculum before revering to the pre-pandemic curriculum) and long-term efforts (e.g., identifying students' needs using formative assessments, adapting teacher instruction to students' levels and needs) can reduce/remediate the learning loss.”

• cites Kaffenberger (2021) sourceSupported

May combine two claims. The quote only partly states this claim.

Teachers indicated that distractions in students' homes (71.1%), internet access/availability (61.0%), student attendance (60.8%), lack of face-to-face interactions with students (57.7%), difficulty with evaluating student work (55.7%), difficulty with monitoring student progress (48.8%), managing remote and in-person instruction simultaneously (42.6%), and difficulty with providing feedback on学生?

“Teachers also indicated that distractions in students' homes (71.1%), internet access/availability (61.0%), student attendance (60.8%), lack of face-to-face interactions with students (57.7%), difficulty with evaluating student work (55.7%), difficulty with monitoring student progress (48.8%), managing remote and in-person instruction simultaneously (42.6%), and difficulty with providing feedback”

May combine two claims.

Our survey results indicated that most teachers relied on alternative forms of instruction and experienced changes during the 2020-2021 school year.

“Our survey results indicated that most teachers relied on alternative forms of instruction and experienced changes during the 2020-2021 school year.”

May combine two claims.

The majority of other responses included having parental support at home and students' access to better technology (internet access, remote instruction platform support), and having a teacher dedicated to remote instruction.

“The majority of other responses included having parental support at home and students' access to better technology (internet access, remote instruction platform support), and having a teacher dedicated to remote instruction.”

May combine two claims.

At the end of the 2020-2021 school year, most schools offered in-person instruction with an option for remote instruction (65.2%), followed by 100% in-person (16.5%), hybrid (13.0%), and 100% remote (2.6%).

“At the end of the school year, most schools offered in-person instruction with an option for remote instruction (65.2%), followed by 100% in-person (16.5%), hybrid (13.0%), and 100% remote (2.6%) instruction.”

May combine two claims.

Whereas 68.9% of teachers indicated at least 80% of their students being ready to transition to the next grade in typical years, only about 31.9% reported at least 80% of their students were ready at the end of the 2020-2021 school year.

“Whereas 68.9% of teachers indicated at least 80% of their students being ready to transition to the next grade in typical years, only about 31.9% of teachers reported at least 80% of their students were ready to transition to the next grade at the end of the 2020-2021 school year.”

May combine two claims.

Approximately 75% of teachers indicated that there were also some positives that came out of the pandemic, including increases in student conscientiousness, prioritization of some academic content, and systems that resulted in more individual attention.

“Approximately 75% of teachers indicated that there were also some positives that came out of the pandemic, including increases in student conscientiousness, prioritization of some academic content, and systems that resulted in more individual attention.”

May combine two claims.

Using average reported class sizes and teacher responses for students not ready to transition to the next grade level, the authors estimated that 32.4% of students were not ready to transition, as compared to 13.9% in previous years (an increase of 18.5%).

“Using average reported class sizes and teacher responses for students not ready to transition to the next grade level, we estimated that 32.4% of students were not ready to transition, as compared to 13.9% in previous years (an increase of 18.5%).”

• AssumptionRests on an assumption: Teacher reports of student readiness, curriculum coverage, and intervention needs accurately reflect actual student outcomes.

May combine two claims.

Use of a 100% in-person instructional model was only significant for mathematics, indicating that teachers who reported using more 100% in-person instruction were less likely to report having students who needed extra mathematics intervention but did not receive it; however, the magnitude of this effect was small.

“Use of a 100% inperson instructional model was only significant for mathematics, indicating that teachers who reported using more 100% inperson instruction were less likely to report having students who needed extra mathematics intervention but did not receive it; however, the magnitude of this effect was small.”

• AssumptionRests on an assumption: Percentage of time using a 100% in-person instructional model validly measures in-person instruction.
• AssumptionRests on an assumption: Teacher reports of curriculum coverage in typical years accurately reflect typical years.

May combine two claims.

Other challenges included a lack of parental support/involvement, lack of student engagement, and parents or other household members completing student assignments or assessments.

“Other challenges included a lack of parental support/involvement, lack of student engagement, and parents or other household members completing student assignments or assessments.”

May combine two claims.

Along with learning losses, many teachers report not covering as much of the academic curricula for students, especially in schools with lower achievement levels.

“Along with learning losses, many teachers report not covering as much of the academic curricula for students, especially in schools with lower achievement levels.”

• AssumptionRests on an assumption: Teacher reports of student readiness, curriculum coverage, and intervention needs accurately reflect actual student outcomes.

May combine two claims.

Teachers indicated that some positive takeaways during the 2020-2021 school year were students being more conscientious (68.6%), greater ability to provide individualized attention due to reduced class sizes or alternating days (21.6%), and more time for students to participate in academics due to reductions in extracurricular activities (21.1%).

“Despite these challenges, teachers indicated that some positive takeaways during the 2020-2021 school year were students being more conscientious (68.6%), greater ability to provide individualized attention due to reduced class sizes or alternating days (21.6%), and more time for students to participate in academics due to reductions in extracurricular activities (21.1%).”

May combine two claims.

Teachers indicated that having a lower teacher-student ratio would contribute to successful remote instruction (61.7%), followed by the structures and scheduling of remote instruction (52.6%), training opportunities (45%), and support personnel (e.g., paraprofessionals, 38.5%).

“Teachers indicated that having a lower teacher-student ratio would contribute to successful remote instruction (61.7%) followed by the structures and scheduling of remote instruction (52.6%), training opportunities (45%), and support personnel (e.g., paraprofessionals, 38.5%).”

May combine two claims.

The results of this survey suggest that most teachers were not able to cover at least 80% of their reading, writing, and mathematics curriculum, which was significantly lower than their reported ability to cover 80% of the curriculum in previous years.

“The results of this survey suggest that most teachers were not able to cover at least 80% of their reading, writing, and mathematics curriculum, which was significantly lower than their reported ability to cover 80% of the curriculum in previous years.”

• AssumptionRests on an assumption: Teacher reports of student readiness, curriculum coverage, and intervention needs accurately reflect actual student outcomes.

May combine two claims.

Both school achievement and percentage of time using a 100% in-person instructional model were significantly predictive of overall impacts of the pandemic and teacher reported coverage of the reading, writing, and mathematics curriculum, even after controlling for teacher reported coverage of the curriculum in typical years.

“Both school achievement and percentage of time using a 100% in-person instructional model were significantly predictive of overall impacts of the pandemic and teacher reported coverage of the reading, writing, and mathematics curriculum, even after controlling for teacher reported coverage of the curriculum in typical years.”

• AssumptionRests on an assumption: SEDA school mean achievement validly measures school achievement.
• AssumptionRests on an assumption: Percentage of time using a 100% in-person instructional model validly measures in-person instruction.
• AssumptionRests on an assumption: Teacher reports of curriculum coverage in typical years accurately reflect typical years.
• AssumptionRests on an assumption: The COVID-19 pandemic caused the observed negative impacts on learning and curriculum coverage, rather than other factors.

May combine two claims.

Our regression analyses corroborate these findings across schools as well, as higher school achievement was associated with smaller negative impacts on the curriculum coverage and fewer students requiring additional intervention.

“Our regression analyses corroborate these findings across schools as well, as higher school achievement was associated with smaller negative impacts on the curriculum coverage and fewer students requiring additional intervention.”

• AssumptionRests on an assumption: SEDA school mean achievement validly measures school achievement.
• AssumptionRests on an assumption: Teacher reports of curriculum coverage in typical years accurately reflect typical years.

Probably not a substantial claim: may not pass S3 (load-bearing).

Kuhfeld et al. (2020) projected that students who did not have access to remote instruction (3 months) in spring 2020 would begin fall 2020 with only 37% to 68% of typical learning gains in reading and mathematics.

“Kuhfeld et al. (2020) projected that students who did not have access to remote instruction (3 months) in spring 2020 would begin fall 2020 with only 37% to 68% of typical learning gains in reading and mathematics, and some students may be up to one year behind in mathematics.”

• cites Kuhfeld et al. (2020) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Prior studies have found that family, school, and peer support increases student engagement, which in turn improves academic competence and achievement.

“Additionally, prior studies have found that family, school, and peer support increases student engagement, which in turn improves academic competence and achievement (e.g., Elias and Haynes, 2008;Estell and Perdue, 2013).”

• cites Elias and Haynes, 2008 sourceNot checked — no full text of the source
• cites Estell and Perdue, 2013 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S4 (based).

The current literature and understanding of the impact of the pandemic on student learning is primarily based on model-based projections and limited empirical data comparing student performance prior to and after the lockdown.

“However, the current literature and our understanding of the impact of the pandemic on student learning is primarily based on model-based projections and limited empirical data comparing student performance prior to and after the lockdown.”

May combine two claims.

Achievement scores on state assessments for students in grades 4 to 8 in 17 school districts in Illinois indicated that students scored significantly lower than expected in mathematics compared to prior to the pandemic, resulting in learning losses as large as 56% of a school year.

“Similarly, achievement scores on state assessments for students in grades 4 to 8 in 17 school districts in Illinois indicated that students scored significantly lower than expected in mathematics compared to prior to the pandemic, resulting in a learning losses as large as 56% of a school year (Streich et al., 2021).”

• cites Streich et al., 2021Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Consistent with teachers' reports in our survey, as well as in Goodrich et al. (2022), more systematic training for school personnel is needed to improve the quality of remote instruction.

“Consistent with teachers' reports in our survey, as well as in Goodrich et al. (2022), more systematic training for school personnel is needed to improve the quality of remote instruction.”

• cites Goodrich et al. (2022) sourceNot checked yet

  Checked before — its earlier verdict is held back until a new check runs.

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

It is possible that the teachers may have under- or over-estimated other descriptive variables for their classrooms or were unaware of some of the school services provided by resource and special education teachers.

“It is also possible that the teachers may have under-or over-estimated other descriptive variables for their classrooms or were unaware of some of the school services provided by resource and special education teachers.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Schools in the United States have a large problem on their hands.

“Schools in the United States have a large problem on their hands.”

May combine two claims.

This has likely compounded learning losses already realized during school shutdowns in spring 2020, and some schools still may not be fully covering the academic curriculum in the 2021-2022 school year.

“This is alarming because it has likely compounded learning losses already realized during school shutdowns in spring of 2020, and some schools still may not be fully covering the academic curriculum in the 2021-2022 school year.”

Probably not a substantial claim: may not pass S2 (checkable).

Our findings add to the literature in an important way by providing teachers with an opportunity to identify other factors that may have contributed to their ability to cover the curricula and support their students.

“Our findings also add to the literature in an important way by providing teachers with an opportunity to identify other factors that may have contributed to their ability to cover the curricula and support their students.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Even students who received remote instruction in spring 2020 were projected to begin fall 2020 with 60% to 87% of their typical learning gains.

“Even students who received remote instruction in spring 2020 were projected to begin fall 2020 with 60% to 87% of their typical learning gains.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Such support from family, school, and peers may be especially important for students from disadvantaged backgrounds.

“Such support from family, school, and peers may be especially important for students from disadvantaged backgrounds (Elias and Haynes, 2008).”

• cites Elias and Haynes, 2008 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.

This is an ongoing problem that is likely to be exacerbated, and it will likely continue to widen the opportunity gaps for minoritized students, low-income students, and students with disabilities.

“This is an ongoing problem that is likely to be exacerbated, and it will likely continue to widen the opportunity gaps for minoritized students, lowincome students, and students with disabilities.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Although responders and non-responders were similar in key demographic variables (e.g., SES, school setting, school type, grade level taught), it is possible that low response rate resulted in selection bias.

“Although responders and non-responders were similar in key demographic variables (e.g., SES, school setting, school type, grade level taught), it is possible that low response rate resulted in selection bias.”

May combine two claims.

Higher school achievement and more use of a 100% in-person instructional model were associated with smaller negative impacts of the pandemic and greater coverage of academic curricula.

“Higher school achievement and more use of a 100% in-person instructional model were associated with smaller negative impacts of the pandemic and greater coverage of academic curricula.”

• AssumptionRests on an assumption: SEDA school mean achievement validly measures school achievement.
• AssumptionRests on an assumption: Percentage of time using a 100% in-person instructional model validly measures in-person instruction.
• AssumptionRests on an assumption: The COVID-19 pandemic caused the observed negative impacts on learning and curriculum coverage, rather than other factors.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Student engagement during remote instruction may be critical to promoting successful remote learning.

“As much as in-person school engagement is important to academic achievement and school completion, student engagement during remote instruction may be critical to promoting successful remote learning.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based). May combine two claims.

The pandemic is not over, and with the continued struggle with COVID variants in 2022, students may be falling even further behind.

“Yet, the pandemic is not over, and with the continued struggle with the COVID variants in 2022 currently, students may be falling even further behind.”

May combine two claims.

Instructional challenges related to COVID-19 are likely to have resulted in less content coverage when school has been in session, compounding learning losses.

“However, instructional challenges related to COVID-19 are also likely to have resulted in less content coverage when school has been in session, compounding the losses.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The pandemic is projected to exacerbate existing opportunity gaps by 15% to 20%.

“Dorn et al. (2020) projected that lowincome students would experience 12.4 months of learning loss compared to the overall average learning loss of 6.8 months, exacerbating the existing opportunity gaps by 15% to 20%.”

• cites Dorn et al. (2020)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

With 21.2 million K-5 students attending school in 2020, nearly 3.9 million more students (6.8 million total) were not ready to transition to the next grade.

“With 21.2 million K-5 students attending school in 2020 (National Center for Education Statistics, 2021), this means nearly 3.9 million more students (6.8 million total) were not ready to transition to the next grade”

• cites National Center for Education Statistics, 2021Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• AssumptionRests on an assumption: Teacher reports of student readiness, curriculum coverage, and intervention needs accurately reflect actual student outcomes.

May combine two claims.

Teachers who used more in-person instruction reported smaller impacts of the pandemic on their ability to cover the curriculum and the percentage of students who needed supplemental intervention for academic skills instruction.

“indicating that teachers who used more in-person instruction reported smaller impacts of the pandemic on their ability to cover the curriculum and the percentage of students who needed supplemental intervention for academic skills instruction.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

This can offer Federal and State Departments of Education with areas of opportunity for providing teachers with support, funding, or intervention resources.

“This can offer Federal and State Departments of Education with areas of opportunity for providing teachers with support, funding, or intervention resources.”

Probably not a substantial claim: may not pass S2 (checkable).

This finding suggests that continued development of high-quality online educational learning and support is needed.

“This finding suggests that continued development of highquality online educational learning and support is also needed.”

Classified as probably not a substantial claim.

Prior research indicated student achievement slows down or even declines over summer breaks.

“prior research indicated student achievement slows down or even declines over the summer breaks (e.g., von Hippel et al., 2018;Kuhfeld, 2019).”

• cites von Hippel et al., 2018 sourceNot checked — no full text of the source
• cites Kuhfeld, 2019 sourceNot checked — no full text of the source

May combine two claims.

This may have played a role in the reported curriculum coverage and associated learning losses, as our results indicated that the amount of in-person instruction significantly contributed to teachers' ability to cover the curriculum.

“This may have played a role in the reported curriculum coverage and associated learning losses, as our results indicated that the amount of in-person instruction significantly contributed to teachers' ability to cover the curriculum.”

• AssumptionRests on an assumption: Percentage of time using a 100% in-person instructional model validly measures in-person instruction.

Probably not a substantial claim: may not pass S3 (load-bearing).

Only one teacher from each school was selected to maximize the number of schools.

“We made sure that only one teacher from each school was selected to maximize the number of schools.”

May combine two claims.

The survey used a representative random sample of K-5 educator email addresses proportionally reflective of the number of teachers in each grade (K-5) and representative of the distribution of the United States population across geographic regions.

“For survey distribution, we obtained a representative random sample of K-5 educator email addresses that was proportionally reflective of the number of teachers in each grade (K-5) as well as representative of the distribution of the United States population across different geographic regions survey distribution from Market Data Retrieval (MDR).”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

The COVID-19 induced economic damage and educational budget cuts are likely to have a greater impact on students from disadvantaged backgrounds.

“Moreover, the COVID-19 induced economic damage and educational budget cuts are likely to have a greater impact on students from disadvantaged backgrounds.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Dorn et al. (2020) projected that low-income students would experience 12.4 months of learning loss compared to the overall average learning loss of 6.8 months.

“Dorn et al. (2020) projected that lowincome students would experience 12.4 months of learning loss compared to the overall average learning loss of 6.8 months, exacerbating the existing opportunity gaps by 15% to 20%.”

• cites Dorn et al. (2020)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

After correcting for Type I error rate, the Mid-Atlantic and South-Central regions were significantly under-represented in survey responders, whereas the Mountain and North-Central regions were significantly over-represented among survey responders.

“After correcting for Type I error rate, there were some statistically significant differences by geographic region.The Mid-Atlantic and South-Central regions were significantly under-represented in survey responders, whereas the Mountain and North-Central regions were significantly over-represented among survey responders.”

May combine two claims.

The final sample consisted of 582 teachers, providing a ±4.1% margin of error with a 95% confidence interval.

“The final sample consisted of 582 teachers, providing this survey with a ± 4.1% margin of error with a 95% confidence interval.”

Classified as probably not a substantial claim.

Regression models predicting the amount of curriculum covered in the 2020-2021 school year controlled for teacher reports of the amount of curriculum covered in typical years.

“Regression models predicting amount of curriculum covered in the 2020-2021 school year controlled for teacher reports of the amount of curriculum covered in typical years.”

• AssumptionRests on an assumption: Teacher reports of curriculum coverage in typical years accurately reflect typical years.

Probably not a substantial claim: may not pass S3 (load-bearing).

Zhu and Liu (2020) called for more quantitative and qualitative research to evaluate remote teaching and learning, and long-term sustainability.

“Moreover, Zhu and Liu (2020) called for more quantitative and qualitative research to evaluate remote teaching and learning, and long-term sustainability.”

• cites Zhu and Liu (2020) sourceNot checked yet

  Checked before — its earlier verdict is held back until a new check runs.

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

There were likely disproportionate impacts on minoritized students.

“with likely disproportionate impacts on minoritized students.”

Probably not a substantial claim: may not pass S2 (checkable).

Substantial restructuring of current pre-pandemic curricula may be inevitable to minimize the compounded effects.

“Therefore, substantial restructuring of current pre-pandemic curricula may be inevitable to minimize the compounded effects.”