COVID-19 Learning Loss in Mathematics and Reading: A Cohort Comparison (Poster 16)

• In Event: Thursday Poster Session 2:30 pm
  In Poster Session: Learning and Motivation in Social and Cultural Contexts 1

Abstract

Growing evidence indicates that learning loss increased significantly during and since the COVID-19 pandemic. To inform effective educational practices on recovery from learning loss stemming from COVID-19 disruptions, we examined (a) how COVID-19 impacted achievement and growth and (b) whether the impact of initial achievement on subsequent achievement and growth differs between cohorts in elementary mathematics and reading. We utilized the Renaissance STAR test data from the same schools and compared pre- (2016-2019) and mid-COVID-19 (2019-2022) cohorts of 3rd to 5th grade students. Three-level hierarchical linear models results indicated (a) greater COVID-19 learning losses in mathematics than reading, (b) varying developmental patterns by discipline, cohort, and prior achievement, and (c) nuanced findings on summer learning loss.

Authors

• Noah Koehler, Texas A&M University

• Hyewon Lee, University of California - Irvine

• Sarah Elizabeth Spencer, Texas A&M University

• Karen E. Rambo-Hernandez, Texas A&M University