Effects of Remote Instruction on Student Outcomes Conditional on Student-To-School Counselor Ratios

Abstract

Guided by the academic communities of engagement framework and preliminary evidence concerning remote instruction, this study examined the role of remote instruction during COVID-19 on student engagement and graduation rates. We performed a multi-group path analysis on data of 619 school districts from the New York State Education Department, using student-to-counselor ratios as a moderator. Results showed negative effects of remote instruction on attendance, suspension, and graduation rates. Attendance and suspension rates mediated the remote instructions’ effects on graduation rates. The effects were statistically stronger in districts with higher student-to-counselor ratios. Our findings shed light on educational practice and policy.

Keywords

COVID-19 graduation rate remote instruction student engagement student-to-school counselor ratio

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