Interrogating the Impact and Recovery From COVID-19 School Interruptions on Urban Elementary Students' Reading Achievement (Poster 41)

• In Event: AERA Poster Session Eleven
  In Poster Session: Interrogating the Impact and Recovery From COVID-19 School Interruptions on Urban Elementary Students' Reading Achievement

Abstract

As part of a research-practice partnership, we interrogated the impact and recovery from COVID-19 school interruptions on the reading achievement of 1,660 students in an urban elementary school across the 2019-22 school years. We conducted piecewise linear growth models of i-Ready Diagnostic reading assessment scores, enabling us to estimate the change in linear growth associated with the shift to remote/hybrid learning and the return to face-to-face instruction. Results indicate that students experienced significantly less overall growth and declines in foundational reading skills under remote/hybrid learning and significantly greater growth after returning to face-to-face instruction. Students receiving special education services experienced significantly greater growth under remote/hybrid learning. There were no significant differences in growth rates between racial, linguistic, and socio-economic groups.

Authors

• John Z. Strong, University at Buffalo - SUNY
  Presenting Author

• Laura S. Tortorelli, Michigan State University
  Presenting Author

• Blythe E. Anderson, University at Buffalo - SUNY
  Non-Presenting Author