The Impact of the COVID-19 Pandemic on English Learners’ English Language Proficiency in Virginia

• In Event: Sunday Roundtable Session 3:05 pm
  In Roundtable Session: Emergent Bilingual and Multilingual Learners and the Policies That Impact Them (Table 32)

Abstract

English Learners (EL) were disproportionately affected by the COVID-19 pandemic compared to their non-EL peers. To examine its impact and implications for educational equity for this historically marginalized group, we use longitudinal data from Virginia (2016-17 through 2021-22) on K-12 EL’s English language proficiency (ELP) achievement. Using interrupted time series models, we estimate the deviation between ELP scores in the first two post-pandemic years and predicted scores if the pandemic never occurred. We present the findings for the total sample and by racial/ethnic subgroup. Overall, we observe significant drops in ELP scores in the post-pandemic, with larger deviations in 2020-21 achievement compared to that of 2021-22 and differential effects by subgroup.

Authors

• Min Hyun Oh, U.S. Department of Defense

• Luke C. Miller, University of Virginia

• Amy L. Reynolds, University of Utah