COVID-19 IMPACT ON EDUCATION 🦠

Azevedo, J. P., Hasan, A., Goldemberg, D., Geven, K., & Iqbal, S. A. (2021). Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates. The World Bank Research Observer, lkab003. https://doi.org/10.1093/wbro/lkab003

Azevedo, et al, use stimulation modeling to estimate the long-term effects of COVID-19 school closures on education worldwide. They analyze potential learning loss, increased dropout rates, educational inequalities, especially in low-income countries. Their study highlighted how prolonged disruptions could lead to skill gaps as well, which affects labor markets and economic growth. The authors urge for policy interventions to mitigate these effects and increase investment in digital learning. This helps us understand quantitatively the COVID-19 caused educational setbacks and how we can mitigate it.

Bailey, Drew H., et al. “Achievement Gaps in the Wake of COVID-19.” Educational Researcher,vol. 50, no. 5, 2021, pp. 266–75, https://doi.org/10.3102/0013189X211011237.  

The researchers in this academic journal examine the changes in achievement gaps between students from different socioeconomic backgrounds by analyzing forecasted mathematics and reading scores among elementary school students in the US. They support their argument by drawing results from a November 2020 survey targeting educational researchers who provided their predictions about future NAEP (National Assessment of Educational Progress) achievement gaps in mathematics and reading. The study’s forecasting models predict a continued increase in achievement disparities even after the pandemic, with socioeconomic status playing a crucial role in academic outcomes.  The researchers’ findings that educational experts anticipate widening gaps between low-income and high-income students underscore the urgent need for targeted interventions, such as enhanced tutoring and mentoring programs in remote learning environments. The results from the forecasting of achievement scores provide empirical support for policy recommendations aimed at addressing educational inequities among socioeconomically disadvantaged students.

Baisley, Mary Ellen, et al. “Disrupted learning, COVID-19, and public education in Minnesota.” Education Policy Innovation Center (2021). https://educationminnesota.org/wp-content/uploads/2021/08/EPIC-Disrupted-Learning-Report.pdf 

Baisley and other experienced educators who contributed to this article highlight the pre-existing equity crisis in Minnesota and demonstrate how disrupted learning during COVID-19 further intensified these systemic disparities. Some evidence used includes a national survey of high school students on their mental health during remote learning and statistics on the digital divide among different racial groups in the US. The authors’ analysis source reveals concerning trends in Minnesota, such as internet accessibility barriers and increased suicide rates among different racial groups. The authors argue these challenges require targeted interventions from both policymakers and education researchers. It strengthens my thesis by providing empirical evidence of students’ well-being in Minnesota and offering district-specific policy recommendations aimed at creating a more equitable future. 

Butnaru, Gina Ionela, et al. “The Effectiveness of Online Education during Covid 19 Pandemic—A Comparative Analysis between the Perceptions of Academic Students and High School Students from Romania.” Sustainability, vol. 13, no. 9, 2021, pp. 5311-, https://doi.org/10.3390/su13095311

This source investigates online education during the pandemic and tests multiple hypotheses. It argues that face to face course attendance will be perceived differently after distance learning, that students who have access to technology will perceive distance learning as ineffective compared to those with easy access to technology, and teaching staffs’ management of online courses has an impact on perception of online education for students. This model uses a survey as its source, where researchers asked participants to answer questions and made sure the respondents understood the content thoroughly to mitigate bias. They then used regression analysis and other statistical methods to create models that describe the sentiment surrounding online education. Though this source is from Romania, it is interesting to look at the models structured in another country compared to the United States. It shows that the way things are structured impact students’ reaction to online learning. This can support our thesis because we are comparing two states that handled the pandemic response and online learning very differently. Thus, the difference in the way things are handled administratively might play a role in student performance. 

Cano, Ricardo, and J. Hong. “Mind the achievement gap: California’s disparities in education, explained.” Cal Matters (2020). https://calmatters.org/explainers/achievement-gap-california-explainer-schools-education-disparities-explained/ 

Cano and Hong analyze persistent achievement gaps in California’s education system following the COVID-19 pandemic, with a particular focus on disparities between racial and socioeconomic groups. They use bar graphs from the California Department of Education to demonstrate that Black, Latino, and economically disadvantaged students show lower performance in reading proficiency, graduation rates, and postsecondary preparedness compared to their Asian American, white, and wealthier peers. The article connects numerical data with information on the educational reform policies implemented by California legislators that can either mitigate or exacerbate the achievement gaps. The source provides historical context and the current state of educational disparities in California that can support my thesis in how systematic inequities manifest in measurable academic outcomes across different demographic groups.

Czerniewicz, Laura, Najma Agherdien, Johan Badenhorst, Dina Belluigi, Tracey Chambers, Muntuwenkosi Chili, Magriet de Villiers, et al. 2020. “A Wake-Up Call: Equity, Inequality and Covid-19 Emergency Remote Teaching and Learning.” Postdigital Science and Education 2 (3): 946–67. https://doi.org/10.1007/s42438-020-00187-4.

Czerniewicz, et al, examine the inequalities that were highlighted from the sudden shift to emergency remote teaching during the COVID-19 pandemic. The already existing digital divides and socioeconomic disparities disproportionately affected low-income and marginalized students. The study draws on case studies from South Africa, which illustrates how limited access to technology and lack of support deepened educational inequalities. The authors call for more equitable and updated education policies. Their work shows an important perspective on how crises can reinforce systemic disparities in education. 

Ervin, Ariel. “Ariel Ervin.” The Chronicle of EvidenceBased Mentoring, Ariel Ervin https://www.evidencebasedmentoring.org/wp-content/uploads/2023/03/chron-logo.jpg, 8 Aug. 2024, www.evidencebasedmentoring.org/wt-grant-foundation-reducing-educational-inequality-after-the-covid-19-pandemic/. 

Ervin discusses the enduring effects of the COVID-19 pandemic on educational inequality in the United States. The article offers a thorough summary of the difficulties and inequalities that the epidemic has made worse, especially for underprivileged groups. The study lists a number of tactics that could be able to lessen these differences, including better tutoring, more time spent in class, and closer bonds between teachers and students. They also stress that in order to properly address these problems, more study is required.

From Learning Recovery to Education Transformation : Insights and Reflections from the Fourth Survey on National Education Responses to COVID-19 School Closures  / World Bank Group. The World Bank, 2022. https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099510309282214685/idu01795141b096b6047690997e0cfd18bf93b61 

In this article, the World Bank Group argues how important it is for the system to support students during the covid 19 pandemic. After statistical analysis on several survey responses across the world, the group concluded that it is important to invest resources to every student, prioritize teaching fundamentals, increase institution instruction efficiency through policies, and assess learning levels regularly. The findings from this article can help guide us in investigating the policies implemented in districts between California and Minnesota. This resource is important because it is extremely thorough in its findings and provides important statistics to evaluate online learning during the pandemic. This article supports our thesis because it is possible for the model to give us background and context to distinguish between policies implemented in California and Minnesota, which could potentially help us account for differences in learning outcomes and standardized test scores in different regions. 

Fu, Guopeng, and Anthony Clarke. “Connected by emotion: Teacher agency in an online science education course during covid‐19.” Journal of Research in Science Teaching, vol. 61, no. 6, 14 July 2023, pp. 1237–1262, https://doi.org/10.1002/tea.21886  

The article discusses how emotions significantly help teachers work together and handle their roles in an online science course during COVID-19. It uses a digital ethnographic study, looking at teachers’ emotional experiences as proof. This study is important because it shows how emotions affect teachers’ interactions and professional actions during the pandemic, adding to our understanding of the emotional aspects of education. Since teaching is one of the most important parts of education, the article provides the view from the teachers for my thesis. It emphasizes the need to include emotional support in teacher training, showing how emotional connections can help teachers grow and adapt in challenging situations, providing insights on handling educational disruptions.

Gillitzer, Christian, and Nalini Prasad. “The effect of school closures on standardized test scores: Evidence under zero-covid policies.” Economics of Education Review, vol. 102, Oct. 2024, p. 102577, https://doi.org/10.1016/j.econedurev.2024.102577 .

The article examines the impact of school closures on student test scores under Australia’s zero-COVID policies, finding minimal learning losses across various socioeconomic groups. The study uses student-level test score data from a national standardized test across different Australian regions with varying lengths of school closures. This research is important as it challenges popular notions about significant learning losses due to school closures. This article provides empirical evidence that supports my thesis by demonstrating that proactive and stringent COVID-19 policies can mitigate the educational disruptions usually expected from school closures. It suggests that policy settings play a crucial role in educational outcomes during crises, aligning with my thesis’s focus on the educational policies and standard test during the pandemic. 

Hough, Heather J., and Belen Chavez. California Test Scores Show Little Improvement After Pandemic. Policy Analysis for California Education, 3 Feb. 2025, https://edpolicyinca.org/publications/california-test-scores-show-little-improvement-after-pandemic

This policy brief examines test scores from the California Department of Education for grades 3-8 and 11 for the 2022-2023 school year. The study discovers that, despite some improvement from the previous year, students still remain behind pre-pandemic levels. Hugh and Chavez highlight how there are growing gaps between student groups that may require targeted interventions to be implemented. The policy brief mentions that there have been drops in both English Language Arts (ELA) and mathematics compared to pre-pandemic student cohorts. 

Jordan, Phyllis. “FutureEd: What the Pandemic Did to State Standardized Test Scores.” FutureEd, Newstex, 2022. https://www.future-ed.org/state-standardized-test-scores/#:~:text=All%20but%20seven%20of%20the,school%20test%20in%20some%20states.

In this FutureEd source, the author describes the impact observed on academic achievement in every state between 2019 and 2022. It argues that there was a decline across the country in both English language arts and math proficiency, as shown through their score releases. The source uses score releases from the National Assessment of Educational Progress (NAEP) and also state-level standardized results, where they can examine math and ELA scores. This resource is important because it provides specific statistics on how different grades performed across thousands of schools, and features a large sample size. For our thesis specifically, we can use a baseline of how student performance looks from 2019-2022 through the statistics provided in this source, and see how specific states were evaluated. We are considering California vs. Minnesota, and can use the information in this article to give us context for our analysis between the two states. 

Middleton, Kyndra V. “The Longer‐Term Impact of COVID‐19 on K–12 Student Learning and Assessment.” Educational Measurement: Issues and Practice, vol. 39, no. 3, 2020, pp. 41–44, https://doi.org/10.1111/emip.12368.

Middleton focuses on the long-term effects of COVID-19 on K-12 education. She focuses on challenges including the shift to remote learning as well as disparities in terms of educational resources. Middleton proposes developing mitigation strategies to help close the gaps caused by the COVID-19 pandemic. Middleton calls for more equitable assessment strategies as well as the deployment of support systems that can address the needs of certain students. Middleton explicitly highlights how the pandemic exacerbated existing disparities within the education system. 

Relyea, Jackie Eunjung, et al. “The COVID-19 Impact on Reading Achievement Growth of Grade 3–5 Students in a U.S. Urban School District: Variation across Student Characteristics and Instructional Modalities.” Reading & Writing, vol. 36, no. 2, 2023, pp. 317–46, https://doi.org/10.1007/s11145-022-10387-y. 

This source is an empirical study that examines the COVID-19 pandmic’s effect on reading achievement growth of grade 3-5 students. The study examines data from the 2020-2021 academic year; the researchers then compare reading gains to those from the 2018-2019 pre-pandemic school year. The findings reveal that, on average, students showed lower reading gains during the pandemic. The researchers also discovered that student demographics and modes of instruction also had statistically significant effects on learning outcomes. Third graders who had disabilities, were from high-poverty backgrounds, or who were English learners faced larger setbacks. Additionally, students who experienced fully remote learning tended to have lower reading gains. 

Salehi, S., Ballen, C. J., Bolander Laksov, K., Ismayilova, K., Poronnik, P., Ross, P. M., … Wieman, C. (2023). Global perspectives of the impact of the COVID-19 pandemic on learning science in higher education. PloS One, 18(12), e0294821–e0294821. https://doi.org/10.1371/journal.pone.0294821

Saheli, et al, investigate the global impact of COVID-19 on science education in higher education. They used survey data and interviews with educators and students, and assessed shifts in teaching methods, engagement levels, and learning outcomes. The study showed that while remote learning provided flexibility, it lacked the interactive and hands-on experiences that are needed for science education. The authors emphasize the importance of hybrid models and post-pandemic learning strategies. Their work is helpful in seeing qualitative insight on what teachers and students thought during the pandemic.

Scott, Ian. “Education during Covid‐19: Pivots and consequences.” The Clinical Teacher, vol. 17, no. 4, 27 July 2020, pp. 443–444, https://doi.org/10.1111/tct.13225. 

The article discusses the adaptation to virtual learning in the face of COVID-19, highlighting the emergency educational changes to consider their long-term impacts. It uses the analogy of a basketball ‘pivot’ to describe the agility required in educational adjustments, emphasizing the challenges and reactive nature of these changes. This article is important because it prompts educators to reflect on the efficacy and direction of these changes, questioning whether they serve the educational goals in the best possible way. It  provides a perspective on the necessity to evaluate and potentially rethink educational practices that were quickly adapted to online formats, which fit with my thesis on the impact of Covid-19 in education. 

Shockman, Elizabeth. “‘A Very Difficult Decision’: Minnesota Schools Divided on Masking.” MPR News, MPR News, 16 Aug. 2021, www.mprnews.org/story/2021/08/16/a-very-difficult-decision-minnesota-schools-divided-on-masking. 

Shockman discusses the challenging decisions facing Minnesota school districts regarding mask mandates during the COVID-19 pandemic. The article describes the diverse answers from several districts, emphasizing the conflicts between adhering to public health recommendations and taking into account community preferences. Some districts required masks for all, while others recommended masks or mandated them only for certain age groups. The article demonstrates the difficulty of making public health decisions in educational environments, which are influenced by social and political forces in addition to health concerns. This source is valuable for understanding the intersection of education policy and public health in crisis management.

The Rise of Virtual Schools: Selected Findings from the Third American School District Panel Survey | Rand, www.rand.org/pubs/research_reports/RRA956-5.html. Accessed 7 Feb. 2025.

The researchers’ report evaluates the growth of online learning in the US in reaction to the COVID-19 epidemic. Using data from the Third American School District Panel Survey conducted in June 2021, the authors document a significant increase in the number of districts offering virtual schools. According to the research, there has been a significant shift towards remote education alternatives across different district types, with approximately 25% of districts planning to continue these offers beyond the epidemic. This source is essential for understanding how educational institutions are adapting to long-term changes in teaching and learning modalities brought on by the pandemic.