Educational impacts of the COVID-19 pandemic in the United States: Inequities by race, ethnicity, and socioeconomic status

Current Opinion in Psychology, Год журнала: 2023, Номер 52, С. 101643 - 101643

Опубликована: Июль 11, 2023

The COVID-19 pandemic caused reverberations throughout the educational system that disproportionately impacted students of color and those from lower socioeconomic backgrounds. In this review, we examine recent research documenting disparate impacts across racial, ethnic, status groups deepened existing inequities in United States. Numerous systemic barriers underlie these disparities, including disproportionate access to in-person learning technology alongside intensification racial discrimination. Amidst also highlight emerging evidence similarities impacts. Finally, reveals a more multifaceted view how some leveraged supplemental supports their academic confidence confront challenges during despite experiencing pandemic-related stressors.

Язык: Английский

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Improving Student Teacher Preparedness in Reading Instruction

Education Sciences, Год журнала: 2025, Номер 15(1), С. 97 - 97

Опубликована: Янв. 16, 2025

Background: Learning to read is a complex linguistic and cognitive process. Despite the ever-growing body of empirical evidence, knowledge skills needed teach all children have not been passed trainee in-service teachers. Methods: This study examined delivery evaluation short, intense literacy elective course, with 9 h learning for primary/elementary teachers, focused on key areas phonemic awareness, phonics instruction, fluency, vocabulary, text comprehension, reading assessment. An open questionnaire was administered 16 teachers: they completed this same prior beginning again after. The understanding quality at-risk readers, provision struggling readers. data were analyzed using qualitative interpretational analysis (QIA). Results: lowest levels at outset in fluency instruction assessment: these then showed greatest development. Importantly, by post test, participants increased access evidence-based literature resources. Feedback demonstrated high value placed group learning. Conclusions: approach improved teachers’ content short time. Initial Teacher Education should increase its focus reading, crucial foundation skill.

Язык: Английский

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Results from a Phase 3 definitive trial of reciprocal reading in English high schools

International Journal of Educational Research, Год журнала: 2025, Номер 130, С. 102546 - 102546

Опубликована: Янв. 1, 2025

Язык: Английский

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Network, school, and student demographic level effects of a networked improvement community on student reading outcomes

Studies In Educational Evaluation, Год журнала: 2025, Номер 85, С. 101451 - 101451

Опубликована: Янв. 28, 2025

Язык: Английский

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The Impact of COVID-19 on the Achievement of Public School Students in British Columbia: A Multilevel Analysis on the Results from the Province-Wide Standardized Assessment

Heliyon, Год журнала: 2025, Номер 11(4), С. e42851 - e42851

Опубликована: Фев. 1, 2025

This study aims to investigate the impact of COVID-19 on public school students' achievement by collecting and analyzing two-year test results from Foundational Skills Assessment, a province-wide standardized administered annually in British Columbia, Canada. Multilevel modeling was conducted analyze whether correlated with local district demographics, including percentage indigenous students, students special needs, median household income. The revealed that literacy numeracy associated needs incomes districts. Implications findings for postpandemic revitalization were discussed.

Язык: Английский

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COVID-19 Pandemic and School Improvement: Early Implementation of ESSER Funding

Open Journal of Social Sciences, Год журнала: 2025, Номер 13(02), С. 144 - 154

Опубликована: Янв. 1, 2025

Язык: Английский

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Changes in Secondary School Students’ Grades From 2019 to 2022: A Longitudinal Study in the Context of the COVID-19 Pandemic

European Journal of Educational Research, Год журнала: 2025, Номер 14(2), С. 693 - 704

Опубликована: Апрель 9, 2025

The aim of this research was to assess changes in secondary school students’ grades longitudinally, including the semester before COVID-19 pandemic, period distance learning, and two semesters when students had returned face-to-face learning. In longitudinal study, n=263 Latvian from six (autumn 2019 spring 2022) were collected analyzed for seven study subjects (mathematics, English, Latvian, biology, chemistry, physics, literature), using Friedman’s ANOVA, Wilcoxon test comparison. Results show that increased several during beginning learning (e.g., mathematics Latvian). However, initial increase diminished after schools in-person, especially (native language). Decreases returning studies indicate possible accumulated negative long-term effects dynamics differ various relative stability decrease mathematics, biology), thus justifying approach analyze each subject or field separately. This gives insight into academic achievement, following same throughout their whole 10th 12th grade pandemic.

Язык: Английский

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Educators’ Perceptions of Their Own Mental Health and Young Children’s Skills in the Second Year of the COVID-19 Pandemic in Ontario, Canada

Journal of Education, Год журнала: 2025, Номер unknown

Опубликована: Фев. 11, 2025

The current study aimed to understand the perceptions of kindergarten and primary (Grades 1 2) educators in Ontario, Canada, regarding their students’ developmental academic skills own mental health during 2021 2022 school year. Participants comprised 402 Ontario who completed an online survey. Educators perceived students be struggling many areas. Results revealed that young areas development, including overall (both literacy mathematics). Compared educator counterparts, teachers were more likely report behind, both academically developmentally. A third reported moderate levels anxiety, while two-thirds depression. Anxiety was also found associated with educators’ perception physical socioemotional skills. Our findings suggest increased support is needed for children’s progress experienced disruptions learning, as well educators.

Язык: Английский

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Why Has Chronic Absenteeism Increased and Enrollment Decreased?Associations with Structural Inequality and Pandemic Factors in California

Опубликована: Янв. 1, 2025

Язык: Английский

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The impact of COVID-related school disruption on kindergarten children’s development

Early Child Development and Care, Год журнала: 2025, Номер unknown, С. 1 - 18

Опубликована: Фев. 14, 2025

Prior research on COVID-related school disruptions focused mainly primary or secondary, with limited studies kindergarten children. Using a naturalistic quasi-experimental design, we examined whether disruption during the first year of (K1) affected early numeracy, literacy, and non-academic development. We also second (K2) was more detrimental to children's A cohort K2 students from each two consecutive years (N = 235, 4–5-year-old) were recruited ten kindergartens in Hong Kong, which had long periods disruptions. One assessed just before onset COVID-19; other, one later. K1 did not affect performance at K2. In contrast, K3 showed that effect physical than disruption. Findings highlight period aspects development are particularly sensitive schooling.

Язык: Английский

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