![]() ![]() These assessments enable such estimates because MAP Growth is administered multiple times per year, which means test scores are available in fall, winter, and spring such that changes in achievement during the year can be understood and anticipated. We used a national sample of over 5 million students in grades 3-8 who took MAP Growth assessments in 2017-2018. We relied heavily on past precedent when trying to understand how COVID-19 might impact achievement in the short and medium term. Existing evidence can provide a rough sense of how time out of school due to COVID-19 will affect achievement. This includes research on the effects of out-of-school time on learning due to absenteeism, weather-related school closures (e.g., Hurricane Katrina in New Orleans), and summer vacation. Yet there are parallels between the current situation and other reasons students miss school that can give us insight into how COVID-19 may affect achievement. In so many ways, the current situation is unprecedented for most people alive today. Students themselves are faced with isolation, anxiety about a deadly virus, and uncertainty about the future. Meanwhile, teachers are scrambling to adapt content for an online platform and parents are juggling work responsibilities (if not joblessness) with caring for and educating their own children. Current school closures have added to the time that most students already spend at home during the summer months without explicit face-to-face instruction from teachers. Ultimately, we wanted to know: What sort of learning losses could we expect from the shortened 2019-20 school year?Īnswering this question is complicated by the unique circumstances of COVID-19. Given the need to address these concerns, we decided to use prior test scores from millions of students and leverage research on summer learning patterns to make informed projections of what learning loss due to the pandemic might look like. There are also concerns that the gap between high- and low-achieving students will become larger. ![]() Many parents and educators thus share a common worry: When the pandemic subsides, kids will return to school with lower achievement. These days, kids 'dropping out' is not very common as schools strongly work with kids to make sure they complete their high school requirements,” she said.įoran and Law, which are among 13 public schools in Milford, which has about 6,500 total students, have graduating students who are seeking out other forms of post-grad education. Foran will have nine graduates entering technical, trade or preparatory schools, while four will join the military.Virtually all K-12 students in the United States are currently missing face-to-face instruction due to COVID-19. “Technically, when you say 'dropout' that means students who have filed paperwork to end their schooling. “Summer school also includes students in grades 9-11 who also may need to make up for lost credit and repair their class standing.”Ī similar problem precludes getting a fixed count on the number of dropouts at both schools, said Bonetti, who said that probably very few students have dropped out. “There may be a few, however, who did not graduate due to lost credits - those students usually end up attending summer school and, upon successfully completing that work, will receive their diploma later in the summer,” Bonetti said in an email. ![]()
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