Navigating the Disproportionate Impact of COVID-19 in Community Schools

Social Sciences, Год журнала: 2025, Номер 14(4), С. 223 - 223

Опубликована: Апрель 3, 2025

The COVID-19 pandemic created major disruptions in schooling and education. This exploratory study examines state-standardized test scores traditional community schools between 2019 2023, qualitative data from a large urban school district located on the East Coast of United States. findings indicate declines for all students both English Language Arts (ELA) mathematics. 11 implementing strategy reported slightly smaller than ELA math. Qualitative analysis reveals that were able to pivot quickly support student family needs during pandemic, which may have helped mitigate some negative impact learning disruptions. points potential providing holistic supports alleviate challenges associated with historically underinvested communities, their responsiveness times crisis.

Язык: Английский

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A meta-analysis of students’ academic learning losses over the course of the COVID-19 pandemic

Learning and Instruction, Год журнала: 2025, Номер 98, С. 102111 - 102111

Опубликована: Апрель 4, 2025

Язык: Английский

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Investigation into the Impact of Online Learning and the Pandemic on Student Use of Mechanistic Arrows

Journal of Chemical Education, Год журнала: 2025, Номер unknown

Опубликована: Апрель 8, 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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Performance increases in mathematics during COVID-19 pandemic distance learning in Austria: Evidence from an intelligent tutoring system for mathematics

Trends in Neuroscience and Education, Год журнала: 2023, Номер 31, С. 100203 - 100203

Опубликована: Май 3, 2023

In 2020, school closures during the COVID-19 pandemic forced students all over world to promptly alter their learning routines from in-person distance learning. However, so far, only a limited number of studies few countries investigated whether affected students' performance within intelligent tutoring system—such as systems. this study, we effect in Austria by evaluating data (n = 168 students) derived an system for mathematics, which used before and first period closures. We found that increased mathematics compared same previous years. Our results indicate systems were valuable tool continuing education maintaining student Austria.

Язык: Английский

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The heterogeneity of Covid-19 learning loss across Italian primary and middle schools

Economics of Education Review, Год журнала: 2023, Номер 95, С. 102435 - 102435

Опубликована: Июль 3, 2023

This paper investigates the heterogeneous impact of school closures during Covid-19 pandemic in Italy on academic performance across different schools, grades, subjects and groups students. Our analysis utilises an innovative dataset that combines administrative data standardised tests grades 5 8 with a specifically-designed survey collects information about teachers' practices between February June 2020. Firstly, by employing multilevel (mixed-effects) model, we estimate extent learning loss examine its variability for students primary middle levels year 2020/21. The findings confirm has been considerable (between 0.05 0.27 SD) although heterogeneity disciplines exists - higher English grade 5, mathematics reading 8. Secondly, as main contribution paper, explore mechanisms behind substantial differences observed which can be explained ability teachers using digital tools evaluating their students, well leadership role exerted principals.

Язык: Английский

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Physical activity interventions in European primary schools: a scoping review to create a framework for the design of tailored interventions in European countries

Frontiers in Public Health, Год журнала: 2024, Номер 12

Опубликована: Фев. 8, 2024

Introduction Schools provide a unique environment to facilitate physical activity for children. However, many school-based interventions have not been effective. We propose new approach, which allows schools tailor their specific context. This scoping review aimed identify intervention components from previous form the basis of tailored approach in European setting. Methods Joanna Briggs Institute guidelines conducting reviews were followed. studies at increasing children aged 7–11 years published English since 2015 included. Databases searched Ovid Medline, Embase, PsycINFO, Web Science Social Sciences Citation Index, ERIC and British Education Index. Data was extracted on components, context-related factors (geographical location, school size, child socioeconomic status ethnicity), feasibility, acceptability cost-effectiveness. A data-driven framework developed summarize identified components. Results 79 articles included, constituting 45 studies. 177 synthesized into 60 component types across 11 opportunities: six within day, three extended day two wider environment. Interventions most frequently targeted education (21%), active outdoor learning (16%), breaks (15%), school-level environmewnt (12%). Of 41% delivered by staff, 31% research team, 24% external organizations. Only 19% reported geographical location only 10% size. Participant ethnicity information 15% 25%, respectively. Intervention 51% studies, feasibility 49%, cost effectiveness 2%. Discussion offers first step developing future help develop context-specific, interventions. there lack reporting contextual included making it difficult understand role Future should seek measure report factors, better important aspects context activity.

Язык: Английский

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Analyzing the impact of COVID-19 on gender gaps in mathematics: The role of socioeconomic status in Chile

International Journal of Educational Development, Год журнала: 2025, Номер 113, С. 103221 - 103221

Опубликована: Фев. 11, 2025

Язык: Английский

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Attendance at pharmacology workshops correlates with academic achievement regardless of delivery mode (on-campus or online)

European Journal of Pharmacology, Год журнала: 2025, Номер unknown, С. 177616 - 177616

Опубликована: Апрель 1, 2025

Язык: Английский

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School closure policies and student reading achievement: evidence across countries

Educational Assessment Evaluation and Accountability, Год журнала: 2023, Номер 35(4), С. 475 - 501

Опубликована: Сен. 30, 2023

Abstract The COVID-19 pandemic disrupted education worldwide as educational systems made the decision to close schools contain spread of virus. duration school closures varied greatly internationally. In this study, we use international variation in closure policies examine effects on student achievement. Specifically, representative trend data from more than 300,000 students 29 countries whether length is related changes achievement before and after outbreak COVID-19. We observe a significant substantial negative effect reading This remains even controlling for measures severity such infection rates, vaccination policies, measure lockdown stringency. estimated implies that year corresponds roughly loss little half learning. pronounced socioeconomically disadvantaged those without home computer access.

Язык: Английский

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