THE ACADEMIC IMPACT OF COVID-19 PANDEMIC IN INDIANA AN OVERVIEW Damian Betebenner, Center for Assessment February 18, 2021 This work is licensed under a Creative Commons Attribution 4.0 International License.

COVID-19 Pandemic • Now a year into the pandemic, there is strong evidence that the pandemic is having a negative impact on children nationwide. • Negative impacts extend beyond academic impact and include social-emotional and physical impact. UT TAC Accountability Discussion

COVID-19 Pandemic: Academic Impact • Academic impact of the pandemic is often referred to as learning loss. • As Indiana formulates policy to help students recovery academically from the pandemic related learning loss, there is a need for data on: • Who: Who is experiencing or has experienced learning loss? • What: What have students experienced learning loss in? • How Much: How much learning loss have students experienced? • Answers to these questions will be critical in helping to understand how to help? For example, if learning loss is substantial for some groups, recovery will not be immediate and will require many months if not years to ameliorate. UT TAC Accountability Discussion

COVID-19 Pandemic: Data • Data are necessary to answer Who?, What? and How much? • Indiana has extensive academic data available to determine learning loss for students: • ILEARN state summative assessment data • ACCESS English Language Proficiency data (ELL students) • Interim assessment data from assessment approved vendors. • Multiple sources of data allow for: • Investigation of student groups not contained in some data sets (e.g., ELL students) • Triangulation of results across multiple data sets. UT TAC Accountability Discussion

COVID-19 Pandemic: Monitoring Recovery • With a comprehensive understanding of the impact of the pandemic, attention quickly turns to recovery. • The magnitude of the impact (how much?) will indicate the magnitude of the recovery. • Early evidence from interim assessments suggest that in elementary school mathematics, students in some states have lost more than 12 weeks of learning. • Learning loss in ELA is more modest for these interim assessments. • Learning recovery will take on many forms (V-, U-, L-shaped recoveries) UT TAC Accountability Discussion

COVID-19 Pandemic: Monitoring Recovery UT TAC Accountability Discussion

COVID-19 Pandemic: Project Goals • Provide a comprehensive report to Indiana DOE of the academic impact of the pandemic on students across the state. • Because time is of the essence, deliver final report by mid-July with interim updates as soon as data becomes available for analysis. • Based upon policies designed to help recovery from learning loss, conduct analyses in a timely fashion to monitor recovery from learning loss. UT TAC Accountability Discussion

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The Academic Impact of COVID-19 Pandemic in Indiana — Indiana Department of Education, February 18, 2021.

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