The COVID-19 Pandemic School Disruptions Exacerbated Socioeconomic Inequality in High School Completion

• In Event: Fairmont Roundtable Session One
  In Roundtable Session: Revisiting Assessment and Achievement Through a Structural Lens: Disparate Outcomes and Opportunities (Table 13)

Abstract

Using school-month-level learning mode data and high school completion rates data across three school years from 441 Wisconsin public high schools, this study examines the impact of disruptions to in-person instructions on high school completion rates with a focus on socioeconomic disparities. Findings reveal that a longer time in virtual or hybrid learning mode in 2020-21 decreases school completion rates and increases the gap in completion rates between economically disadvantaged and non-disadvantaged students. We estimate that a full school year in virtual or hybrid mode would increase the socioeconomic gap by 6.6 percentage points. This study provides further evidence on the unequal impact of the pandemic and calls for initiatives to support disadvantaged students during school disruptions.

Author

• Ran Liu, University of Wisconsin - Madison
  Presenting Author