Learning-Mode Choice, Student Engagement, and Achievement Growth during the COVID-19 Pandemic. Working Paper No. 260-0122
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| Title: | Learning-Mode Choice, Student Engagement, and Achievement Growth during the COVID-19 Pandemic. Working Paper No. 260-0122 |
|---|---|
| Language: | English |
| Authors: | Darling-Aduana, Jennifer, Woodyard, Henry T., Sass, Tim R., Barry, Sarah S., National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research |
| Source: | National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2022. |
| Availability: | National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org |
| Peer Reviewed: | N |
| Page Count: | 45 |
| Publication Date: | 2022 |
| Document Type: | Reports - Research |
| Descriptors: | COVID-19, Pandemics, Electronic Learning, Academic Achievement, Learner Engagement, Attendance, Attendance Patterns, Minority Group Students, Preferences, Conventional Instruction, Access to Computers, Educational Environment, Student Characteristics, Student Experience, Technology Uses in Education, Family Attitudes |
| Abstract: | The COVID-19 pandemic initially resulted in an unanticipated and near-universal shift from in-person to virtual instruction in spring 2020. During the 2020-21 school year, schools began to re-open and families were faced with decisions regarding the instructional mode for their children. We leverage administrative, survey, and virtual-learning data to examine the determinants of family learning-mode choice and the effects of virtual education on student engagement and academic achievement. Family preference for virtual (versus face-to-face) instruction was most highly associated with school-level infection rates and appeared relatively uniform within schools. We find that students who were assigned a higher proportion of instructional days in virtual mode experienced higher rates of attendance, but also negative student achievement growth compared to students who were assigned a higher proportion of instructional days in face-to-face mode. Students belonging to marginalized groups experienced more positive associations with attendance but were also more likely to experience lower student achievement growth when assigned a greater proportion of instructional days in virtual mode. Insights from this study can be used to better understand family preference as well as to target and refine virtual learning in a post-COVID-19 society. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | ED618467 |
| Database: | ERIC |
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