Achievement Gaps in the Wake of COVID-19

Drew H Bailey,Greg J Duncan,Natalie Au Yeung,Richard J Murnane

doi:10.3102/0013189x211011237

Drew H Bailey, Greg J Duncan + Show 2 more

Open Access

https://doi.org/10.3102/0013189x211011237

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Abstract

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.

Highlights

The onset of the COVID-19 pandemic in March 2020 created major disruptions in schooling for children in the United States
Public school systems have responded to the crisis in a variety of ways, some suspending in-class instruction in favor of online learning, while others have moved to a hybrid model that combines socially distanced in-class instruction with distance learning, and still others have continued to provide in-class instruction with smaller classes and shorter school days to allow for social distancing (Diliberti et al, 2020)
A critical related question is whether the COVID-19 pandemic and school systems’ responses are increasing achievement gaps between children from economically advantaged and disadvantaged families

Summary

Introduction

The onset of the COVID-19 pandemic in March 2020 created major disruptions in schooling for children in the United States. We discuss implications of both sets of forecasts for school district strategies to reduce learning gaps exacerbated by the pandemic as well as in understanding the mental models researchers appear to employ in making their predictions.

Results

Conclusion