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School District and Community Factors Associated with Test Score Declines during the COVID-19 Pandemic

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Title: School District and Community Factors Associated with Test Score Declines during the COVID-19 Pandemic
Language: English
Authors: Erin M. Fahle (ORCID 0000-0003-2404-6399), Thomas J. Kane (ORCID 0009-0008-1297-5426), Tyler Patterson (ORCID 0009-0005-8278-9379), Sean F. Reardon (ORCID 0000-0002-0465-965X), Douglas O. Staiger (ORCID 0009-0005-4711-2629), Elizabeth A. Stuart
Source: Teachers College Record. 2025 127(6-7):87-123.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 37
Publication Date: 2025
Sponsoring Agency: National Center for Education Statistics (NCES) (ED/IES)
Document Type: Journal Articles
Reports - Research
Descriptors: School Districts, Test Score Decline, COVID-19, Pandemics, Low Income Students, Minority Group Students, Economically Disadvantaged, Advantaged, Racial Differences, White Students, African American Students, Hispanic American Students, Distance Education, Blended Learning, Access to Computers, Internet, Community Resources, Mental Health, Social Capital, Trust (Psychology), Institutions, Educational Resources
DOI: 10.1177/01614681251369937
ISSN: 0161-4681
1467-9620
Abstract: Using data from approximately 7,800 school districts, we show that test score declines during the pandemic were large and highly variable. We find that test score declines were larger in lower-income and minority districts, but that within districts, White students and non-economically disadvantaged students lost about the same amount of ground as Black, Hispanic, and economically disadvantaged students. We find that the test score declines were larger in districts where more of the 2020-2021 school year was spent in remote or hybrid instructional modalities, where students had less access to broadband access at home, where the pandemic led to larger disruptions to local social and economic activity, and in communities where trust in government institutions was low.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2025
Accession Number: EJ1484783
Database: ERIC
FullText Text:
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  Data: School District and Community Factors Associated with Test Score Declines during the COVID-19 Pandemic
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  Data: <searchLink fieldCode="AR" term="%22Erin+M%2E+Fahle%22">Erin M. Fahle</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2404-6399">0000-0003-2404-6399</externalLink>)<br /><searchLink fieldCode="AR" term="%22Thomas+J%2E+Kane%22">Thomas J. Kane</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-1297-5426">0009-0008-1297-5426</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tyler+Patterson%22">Tyler Patterson</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-8278-9379">0009-0005-8278-9379</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sean+F%2E+Reardon%22">Sean F. Reardon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0465-965X">0000-0002-0465-965X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Douglas+O%2E+Staiger%22">Douglas O. Staiger</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-4711-2629">0009-0005-4711-2629</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elizabeth+A%2E+Stuart%22">Elizabeth A. Stuart</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Teachers+College+Record%22"><i>Teachers College Record</i></searchLink>. 2025 127(6-7):87-123.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 37
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  Data: 2025
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  Data: National Center for Education Statistics (NCES) (ED/IES)
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  Data: <searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Score+Decline%22">Test Score Decline</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Economically+Disadvantaged%22">Economically Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Advantaged%22">Advantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22White+Students%22">White Students</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Computers%22">Access to Computers</searchLink><br /><searchLink fieldCode="DE" term="%22Internet%22">Internet</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Resources%22">Community Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Capital%22">Social Capital</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Institutions%22">Institutions</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Resources%22">Educational Resources</searchLink>
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  Data: 10.1177/01614681251369937
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  Data: 0161-4681<br />1467-9620
– Name: Abstract
  Label: Abstract
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  Data: Using data from approximately 7,800 school districts, we show that test score declines during the pandemic were large and highly variable. We find that test score declines were larger in lower-income and minority districts, but that within districts, White students and non-economically disadvantaged students lost about the same amount of ground as Black, Hispanic, and economically disadvantaged students. We find that the test score declines were larger in districts where more of the 2020-2021 school year was spent in remote or hybrid instructional modalities, where students had less access to broadband access at home, where the pandemic led to larger disruptions to local social and economic activity, and in communities where trust in government institutions was low.
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  Data: 2025
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RecordInfo BibRecord:
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        Value: 10.1177/01614681251369937
    Languages:
      – Text: English
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      Pagination:
        PageCount: 37
        StartPage: 87
    Subjects:
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Test Score Decline
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Low Income Students
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Economically Disadvantaged
        Type: general
      – SubjectFull: Advantaged
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: White Students
        Type: general
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: Hispanic American Students
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      – SubjectFull: Distance Education
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      – SubjectFull: Blended Learning
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      – SubjectFull: Access to Computers
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      – SubjectFull: Internet
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      – SubjectFull: Institutions
        Type: general
      – SubjectFull: Educational Resources
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      – TitleFull: School District and Community Factors Associated with Test Score Declines during the COVID-19 Pandemic
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