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Remote Learning in 2020-21 and Student Attendance since the COVID-19 Pandemic. EdWorkingPaper No. 25-1196

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Title: Remote Learning in 2020-21 and Student Attendance since the COVID-19 Pandemic. EdWorkingPaper No. 25-1196
Language: English
Authors: Jeremy Singer, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2025.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 25
Publication Date: 2025
Sponsoring Agency: Joyce Foundation
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Attendance, Distance Education, COVID-19, Pandemics, Correlation, Technology Uses in Education, School Closing, Student Characteristics, Risk, Elementary Secondary Education
Geographic Terms: Michigan
Abstract: Student attendance declined during the COVID-19 pandemic and has not recovered to pre-pandemic levels. There is little evidence explaining the decline. This study examines the role of remote learning. In Michigan, compared to students never provided with remote-only learning in 2020-21, students provided with remote-only learning for 1-2 months had no decline in attendance post-pandemic, and those provided with remote-only learning for 3-7 months missed about two additional days per school year, with more absences for the few students provided with remote-only learning for 8-9 months. The negative association between remote learning duration in 2020-21 and attendance weakened over time. These results suggest that exposure to remote learning may explain a small part of the decline in student attendance post-pandemic.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED674103
Database: ERIC
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  Data: Student attendance declined during the COVID-19 pandemic and has not recovered to pre-pandemic levels. There is little evidence explaining the decline. This study examines the role of remote learning. In Michigan, compared to students never provided with remote-only learning in 2020-21, students provided with remote-only learning for 1-2 months had no decline in attendance post-pandemic, and those provided with remote-only learning for 3-7 months missed about two additional days per school year, with more absences for the few students provided with remote-only learning for 8-9 months. The negative association between remote learning duration in 2020-21 and attendance weakened over time. These results suggest that exposure to remote learning may explain a small part of the decline in student attendance post-pandemic.
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