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The Consequences of Remote and Hybrid Instruction during the Pandemic. Working Paper No. 267-0522

Authors :
National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Goldhaber, Dan
Kane, Thomas J.
McEachin, Andrew
Morton, Emily
Patterson, Tyler
Staiger, Douglas O.
Source :
National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2022.
Publication Year :
2022

Abstract

Using testing data from 2.1 million students in 10,000 schools in 49 states (plus D.C.), we investigate the role of remote and hybrid instruction in widening gaps in achievement by race and school poverty. We find that remote instruction was a primary driver of widening achievement gaps. Math gaps did not widen in areas that remained in-person (although there was some widening in reading gaps in those areas). We estimate that high-poverty districts that went remote in 2020-21 will need to spend nearly all of their federal aid on academic recovery to help students recover from pandemic-related achievement losses.

Details

Language :
English
Database :
ERIC
Journal :
National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Publication Type :
Report
Accession number :
ED620476
Document Type :
Reports - Evaluative