Longitudinal Analysis of Reading Proficiency Among Texas Students Before and After the COVID-19 Pandemic: Impacts and Implications

• In Event: Diversity, Equity, Inclusion, and Social Justice in Evaluation

Abstract

We investigate the longitudinal growth trajectories of reading proficiency among Texas students in Grades 3 to 5 by comparing cohorts from 2017-2019 and 2021-2023, with a focus on the impact of the COVID-19 pandemic and demographic influences. The results reveal a significant initial decline in reading performance for the post-COVID cohort. However, students demonstrated substantial improvement over time, nearly reaching pre-COVID levels by Grade 5. Economic disadvantage, limited English proficiency, special education status, and bilingual education were significant factors influencing reading performance. This study highlights the necessity of sustained educational efforts to support vulnerable groups and mitigate pandemic-related learning losses, offering valuable insights for policymakers and educators in addressing educational disparities and enhancing reading proficiency.

Authors

• Shifang Tang, East Texas A&M University

• Zhuoying Wang, University of Texas at Austin

• Lei Zhang, East Texas A&M University

• David Daniel Jimenez, Texas A&M University - Corpus Christi