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 |
| 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 |
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