Modeling Elementary Science Achievement From Mathematics and Reading Achievement: Pre- and Mid-COVID-19 Cohort Analysis (Poster 13)

• In Event: AERA Poster Session Friday 9:50 a.m.
  In Poster Session: Division C - Section 1d: Science Poster Session

Abstract

This study examines elementary science achievement and growth in relation to mathematics and reading achievement, both before and during the COVID-19 pandemic. The pandemic disrupted traditional education systems, causing a shift to online learning and posing unprecedented school challenges. By comparing data from the same schools before and during the pandemic, our findings reveal that mathematics and reading achievement at both the individual and the school level are uniquely predictive of science achievement and growth. Furthermore, we demonstrate that the relationships between science growth with mathematics and reading achievement were not uniform between the pre- and mid-COVID-19 cohorts.

Authors

• Noah Koehler, Texas A&M University

• Micayla Gooden, Texas A&M University

• Niyazi Erdogan, Texas A&M University

• Thomas Franklin Hallmark, Texas A&M University

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