Title

The COVID Slide: Learning Loss during the COVID-19 Pandemic

Document Type

Poster

Event Website

https://source2022.sched.com/

Start Date

16-5-2022

End Date

16-5-2022

Keywords

Covid, education, student

Abstract

This presentation will address the impact of the COVID-19 pandemic on K-12 students in the United States. Previous research has found that during extended times away from school – such as summer vacations – many K-12 students lose proficiency in important academic skills such as language, reading, writing, and math. The process of learning loss over the summer has been termed the "Summer Slide." With the extended school closures and difficulties with accessing online instruction during the COVID-19 pandemic, many researchers are concerned with a new "COVID Slide" (Kuhfeld et al., 2020). There were numerous disparities in learning models across states, communities, and school districts, which may have an impact on learning outcomes. In addition, initial research suggests that there has been a disproportional impact on BIPOC and low-income students in regards to learning loss when compared to wealthier white counterparts, with months of learning loss across all demographics (Dorn et al., 2021). Research has also indicated that in-person education varied from state-to-state, and that disparities in access to in-person, or even high-quality virtual learning has led to learning loss and worsening mental health in students (Oster et al., 2021). Washington state has experienced a dramatic increase in high school students that have earned failing or no-credit grades. Coupled with falling enrollment rates in postsecondary institutions, these implications could have long-term effects on student livelihood and satisfaction, as well as reveal that students may be feeling less prepared in continuing their education or have not met high school graduation requirements (Kwakye & Kibort-Crocker, 2021). The COVID-19 pandemic, and the consequent "COVID Slide", broadly had negative outcomes for student learning and exacerbated existing inequities in the form of student achievement and opportunity.

Faculty Mentor(s)

Heath Marrs

Department/Program

Psychology

Additional Mentoring Department

Psychology

Additional Files

Amos, Natalie SOURCE 2022 COVID-19 Slide.pptx (100958 kB)
Slides

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May 16th, 12:00 AM May 16th, 12:00 AM

The COVID Slide: Learning Loss during the COVID-19 Pandemic

This presentation will address the impact of the COVID-19 pandemic on K-12 students in the United States. Previous research has found that during extended times away from school – such as summer vacations – many K-12 students lose proficiency in important academic skills such as language, reading, writing, and math. The process of learning loss over the summer has been termed the "Summer Slide." With the extended school closures and difficulties with accessing online instruction during the COVID-19 pandemic, many researchers are concerned with a new "COVID Slide" (Kuhfeld et al., 2020). There were numerous disparities in learning models across states, communities, and school districts, which may have an impact on learning outcomes. In addition, initial research suggests that there has been a disproportional impact on BIPOC and low-income students in regards to learning loss when compared to wealthier white counterparts, with months of learning loss across all demographics (Dorn et al., 2021). Research has also indicated that in-person education varied from state-to-state, and that disparities in access to in-person, or even high-quality virtual learning has led to learning loss and worsening mental health in students (Oster et al., 2021). Washington state has experienced a dramatic increase in high school students that have earned failing or no-credit grades. Coupled with falling enrollment rates in postsecondary institutions, these implications could have long-term effects on student livelihood and satisfaction, as well as reveal that students may be feeling less prepared in continuing their education or have not met high school graduation requirements (Kwakye & Kibort-Crocker, 2021). The COVID-19 pandemic, and the consequent "COVID Slide", broadly had negative outcomes for student learning and exacerbated existing inequities in the form of student achievement and opportunity.

https://digitalcommons.cwu.edu/source/2022/COTS/7