Reading achievement declines during the COVID-19 pandemic: evidence from 5 million U.S. students in grades 3–8

The COVID-19 pandemic has been an unprecedented disruption in students’ academic development. Using reading test scores from 5 million U.S. students in grades 3–8, we tracked changes in achievement across the first two years of the pandemic. Average fall 2021 reading test scores in grades 3–8 were ....

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Podrobná bibliografie
Vydáno v:	Reading & writing Ročník 36; číslo 2; s. 245 - 261
Hlavní autoři:	Kuhfeld, Megan, Lewis, Karyn, Peltier, Tiffany
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Dordrecht Springer Netherlands 01.02.2023 Springer Springer Nature B.V
Témata:	Academic achievement Achievement Gains Achievement Gap COVID-19 Disruption Distance Education Education Elementary School Students Elementary schools Elementary Secondary Education Eligibility Ethnicity Evidence Grade 2 Grade 3 Language and Literature Limited English Speaking Linguistics Literacy Low Income Students Mathematics Tests Middle School Students Minority Group Students Minority groups Neurology Outcomes of Education Pandemics Poverty Psycholinguistics Public Schools Racial Differences Reading ability Reading Achievement Reading comprehension Reading Difficulties Reading disabilities Reading Improvement Reading instruction Reading Research Reading Skills Reading Tests Scores Social Sciences Socioeconomic factors Student Development Students Test scores COVID-19 K-12 schools Academic achievement
ISSN:	0922-4777, 1573-0905
On-line přístup:	Získat plný text
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Shrnutí:	The COVID-19 pandemic has been an unprecedented disruption in students’ academic development. Using reading test scores from 5 million U.S. students in grades 3–8, we tracked changes in achievement across the first two years of the pandemic. Average fall 2021 reading test scores in grades 3–8 were .09 to .17 standard deviations lower relative to same-grade peers in fall 2019, with the largest impacts in grades 3–5. Students of color attending high-poverty elementary schools saw the largest test score declines in reading. Our results suggest that many upper elementary students are at-risk for reading difficulties and will need targeted supports to build and strengthen foundational reading skills.
Bibliografie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 content type line 23
ISSN:	0922-4777 1573-0905
DOI:	10.1007/s11145-022-10345-8