Pandemic Effects on Deaf Students' Reading and Mathematics Performance

• In Event: Thursday Roundtable Session 12:40 pm
  In Roundtable Session: Challenges and Perspectives for Deaf Education With Multilingual Students (Table 7)

Abstract

Limited research has been conducted on the effect of the pandemic upon academic learning among deaf students. We used Measures of Academic Progress (MAP) scores in reading and mathematics from four residential schools for the deaf in different parts of the country. The data examined include students in grades 3 to 12 who took MAP between 2018 and 2022. The findings show slower growth as a result of the pandemic effects for students above the 10th percentile levels in MAP scores achievement, but the effects varied for different demographic groups and students’ educational backgrounds. These findings have implications for understanding how the impact of pandemic may vary and for using MAP scores for interpreting different rates of growth.

Authors

• Marlon H. Kuntze, California School for the Deaf

• Christopher A.N. Kurz, Rochester Institute of Technology

• Lee Branum-Martin, Georgia State University

• Jessica Scott, Georgia State University

• Stacey Hausman, California School for the Deaf

• Kristina Willicheva, University of Tennessee