The Academic Impact of COVID-19 Pandemic

Idaho Technical Advisory Committee · April 7, 2021

The Academic Impact of COVID-19 Pandemic — Idaho Technical Advisory Committee, April 7, 2021.
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April 7, 2021

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Technical advisory committee
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11
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  1. THE ACADEMIC IMPACT OF COVID-19 PANDEMIC AN OVERVIEW Damian Betebenner, Center for Assessment April 7, 2021 This work is licensed under a Creative Commons Attribution 4.0 International License.
  2. 2021 Data Reporting and Use • Recent federal guidance indicates that states are responsible to report results from 2021 testing (however not used for accountability) • State reporting is, in general, highly aligned with accountability. • Even though analyses outlined herein deal with status/growth, they don’t necessarily align with accountability narratives. • It is critical for leadership (at the highest level) to map out a communication plan and then build analytics and reporting to support that plan. • Without a well considered, disciplined and coordinated communication plan, accountability narratives are likely to take over. ID TAC COVID-19 Academic Impact Discussion
  3. 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 financial, social-emotional and physical impact. ID TAC COVID-19 Academic Impact Discussion
  4. COVID-19 Pandemic: Academic Impact • Academic impact of the pandemic is often referred to variously as learning loss, unfinished learning, COVID-19 slide. • As states formulate policies to help with student academic recovery, there is a need for data/information/evidence 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. ID TAC COVID-19 Academic Impact Discussion
  5. COVID-19 Pandemic: Data • Data are necessary to answer Who?, What? and How much? • Idaho has extensive academic data available to determine learning loss for students: • ISAT state summative assessment data • WIDA-ACCESS English Language Proficiency data (ELL students) • Interim assessment data from assessment 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. ID TAC COVID-19 Academic Impact Discussion
  6. COVID-19 Pandemic: Data • The investigative analyses discussed hereafter assume that the assessment data validly describes student attainment in the assessed content area. • Operational analyses (not discussed here) are necessary to insure the validity of these data and the defensibility of subsequent investigative analyses. 1 Table taken from Making Sense of 2021 Assessment Results by Dadey, Keng, Boyer, & Marion (2021) ID TAC COVID-19 Academic Impact Discussion
  7. COVID-19 Pandemic: Conceptualizing Academic Impact • Think of the pandemic as a head-wind that slowed the progress of students. • As such, there are two ways to use data to detect the impact of the pandemic. • Status change: Compare similar grade/content area groups from 2019 to 2021. Need to take special care the groups are comparable. • Growth change: Compare growth rates for students from 2019 to 2021 using historical norms. • Both status and growth comparisons get at the same thing --- the impact of the pandemic on student attainment. • NOTE: Any analysis of pandemic impact (status or growth) requires comparison to a counterfactual baseline! • NOTE: If you provide 2021 results (status or growth), stakeholder will (rightly) want to compare that to pre-COVID (e.g., 2019) results. ID TAC COVID-19 Academic Impact Discussion
  8. COVID-19 Pandemic: Understanding Impact ID TAC COVID-19 Academic Impact Discussion
  9. COVID-19 Pandemic: Academic Recovery • With some understanding of the academic impact of the pandemic the next step is plan for and monitor 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) ID TAC COVID-19 Academic Impact Discussion
  10. COVID-19 Pandemic: Monitoring Recovery ID TAC COVID-19 Academic Impact Discussion
  11. 2021 Data Reporting and Use • Recent federal guidance indicates that states are responsible to report results from 2021 testing (however not used for accountability) • State reporting is, in general, highly aligned with accountability. • Even though analyses outlined herein deal with status/growth, they don’t necessarily align with accountability narratives. • It is critical for leadership (at the highest level) to agree to/map out a communication plan and then build analytics and reporting to support that plan. • Without a well considered, disciplined and coordinated communication plan, accountability narratives are likely to take over. ID TAC COVID-19 Academic Impact Discussion