Understanding Pandemic Related Academic Impact: An Overview

Hawaii Department of Education · May 10, 2021

Understanding Pandemic Related Academic Impact: An Overview — Hawaii Department of Education, May 10, 2021.
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May 10, 2021

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  1. Understanding Pandemic Related Academic Impact: An Overview Damian Betebenner & Adam Van Iwaarden Center for Assessment Prepared for the Hawaii DOE May 10, 2021
  2. State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund • Describing the State’s Current Status and Needs (p. 4) • #3: “Identifying Needs of Underserved Students: Describe your State’s 2-3 highest priority academic, social, emotional, and/or mental health needs for the remainder of the 2020-2021 school year (if applicable) and for the 2021-2022 school year related to the impact of the COVID-19 pandemic on each of the following student groups:” • “To the extent possible, this description should include data on indicators such as estimates of the academic impact of lost instructional time (i.e., “learning loss”) chronic absenteeism, student engagement, and social-emotional well-being.” Understanding Pandemic Related Academic Impact
  3. Understanding pandemic related academic impact • With the data Hawaii has from its state assessments, they are well positioned to investigate and address the academic impact of COVID-19. • We are currently working with several states (including Hawaii, AZ, MA, RI, GA, CO) to support inferences from state assessments about the academic impact of the pandemic on students. • Indiana, for example, passed legislation was passed requiring the DOE to produce annual reports that include analyses regarding pandemic related academic impact and recovery. • Their ESSER state plan response details the learning loss report as evidence of compliance. • A focal point of Center work over the last 6 months is to support such inferences. Understanding Pandemic Related Academic Impact
  4. Understanding pandemic related academic impact • Hawaii is well positioned with it current assessments (SBAC and ACCESS) to derive academic impact data from those assessments. • See the attached learning loss paper for more details. • For example, Indiana will use its state summative test (ILEARN) and WIDA- ACCESS results to determine academic impact. • The question is not so much how or if but whether Hawaii wants to pursue that direction. • Potential Problems: • Low participation rates (< 50%) might cause issues with infernces. • Leadership not wanting to report/emphasize academic impact • Public reporting of data won’t align with academic impact use. Understanding Pandemic Related Academic Impact
  5. Questions Understanding Pandemic Related Academic Impact