Preferences, Engagement, and Achievement During Crisis Schooling in the COVID-19 Era (Poster 15)

• In Event: AERA Virtual Poster Session 9
  In Poster Session: Integrating Technology in Education

Abstract

The COVID-19 pandemic resulted in a near universal shift to virtual crisis-schooling that both laid bare and magnified existing structural inequities. We leveraged administrative, survey, and virtual learning data to examine patterns in familial preferences for virtual learning. We subsequently examined patterns in student attendance, hours logged virtually, and test scores by the proportion of days students attended school virtually using covariate-rich OLS and instrumental variable approaches to elucidate patterns. Some positive associations appeared primarily driven by higher rates of attendance among students attending more days virtually with students identified as Black and qualifying for FRPL experiencing the largest positive associations. Insights from this study can be used to better target and refine virtual learning in a post-COVID-19 society.

Authors

• Jennifer Suzanne Darling-Aduana, Georgia State University

• Henry Woodward

• Sarah Sterling King, Christopher Newport University

• Tim Sass, Georgia State University