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Abstract

The COVID-19 pandemic resulted in substantial unfinished learning for U.S. students, but to differing degrees for various subgroups. Students of color, from low-income families, or who attended high-poverty schools experienced greater unfinished learning. In this study, we examined the degree of unfinished learning for students who went into the pandemic scoring in the top or bottom 10% of achievement in math or reading. Our results show that students who scored at or below the 10th percentile grew less during the pandemic than their similarly scoring, pre-COVID peers and, as of the end of the 2021–2022 school year, had yet to rebound toward pre-COVID levels of growth or achievement. Conversely, students who scored at or above the 90th percentile largely grew at rates closer to their pre-COVID peers. These students were harmed less academically and have recovered more quickly than their peers scoring at or below the 10th percentile.

Keywords

gifted education academic achievement mathematics twice-exceptional students

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Unequal Learning Loss: How the COVID-19 Pandemic Influenced the Academic Growth of Learners at the Tails of the Achievement Distribution

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