The impact of the COVID-19 pandemic on student test scores in California continues to be significant, with scores still below pre-pandemic levels [1a9abe20].
In the 2018-19 school year, students in El Dorado County achieved passing marks around 10% more often than the state average. However, by the 2020-21 school year, both state and county math scores dropped by close to 6%, and English Language Arts (ELA) scores declined year after year. This decline in math and ELA proficiency has been observed nationwide, with lower-performing students experiencing a more significant drop in math scores compared to their top-achieving peers [1a9abe20].
Researchers from Stanford and Harvard have found that lower-income students have been particularly affected by learning loss during the pandemic. The impact of the pandemic on education has been more pronounced among this group, highlighting the existing inequalities in the education system. California has allocated billions of dollars to improve education, including federal COVID-19 recovery funds and grants. However, the recovery process is ongoing, and it will take time to address the learning loss and bridge the educational gap [1a9abe20].
The Covid-19 pandemic has also had a negative impact on the STEM pipeline, narrowing the funnel for future scientists, engineers, and other high-tech workers. High-achieving students, who have received less attention than lower-achieving students, were also set back by remote learning and pandemic uncertainty. The 2022 scores from the National Assessment of Educational Progress (NAEP) show a decline in math scores for both low-achieving and high-achieving students. The decline in math scores among top performers was as steep as the decline among low performers. Even students at Catholic schools, who generally weathered the pandemic well, saw a significant drop in eighth-grade math scores [7bd327b0].
The decline in math scores among eighth graders is a cause for concern as it affects the future supply of skilled scientists and engineers. The pandemic has also affected the psychological development of eighth graders, which may have impacted their motivation, study skills, and ability to excel in math. The decline in math scores is more pronounced in eighth grade compared to fourth grade, possibly due to the difficulty of the concepts being taught and the lack of parental assistance as math becomes more complex [7bd327b0].
The decline in math scores among high-achieving students and Catholic school students is a worrying trend that extends to the private school universe as a whole. Private schools, selective public schools, and affluent suburban schools have traditionally been important training grounds for future scientists and engineers. The long-term impact of the pandemic on math scores and STEM education will become clearer with the release of the 2024 NAEP test results and future SAT, ACT, and Advanced Placement scores [7bd327b0].
The drop in student test scores in California is consistent with the global trend of learning loss observed during the pandemic. As previously reported, a global study on test scores during the pandemic revealed that learning loss is a widespread issue, with American 15-year-olds experiencing similar setbacks as their peers in other countries. Economically developed nations, including the U.S., saw significant drops in reading and math scores on international exams. Among the 37 participating countries, the U.S. ranked sixth in reading, 12th in science, and 28th in math. The Program for International Student Assessment (PISA) administered the exams to 15-year-olds, with U.S. students' math scores falling by 13 points between 2018 and 2022 [cddca386].
The impact of the pandemic on education has been a cause for concern, as highlighted by The New York Times editorial. The closure of schools and the resulting learning loss have been described as a significant disruption in the history of American education. The editorial emphasizes the need for urgent action to address the damage and prevent long-term consequences for students [f888f02d].
To mitigate the learning loss and support students, there have been proposals to extend the school year, implement year-round schooling, or offer academic programming during the summer. These measures aim to provide additional instructional time and targeted support to students who need it the most. The federal government has provided relief and recovery funds for schools during the pandemic, but ongoing funding and support will be crucial to address the long-lasting impact of learning loss on students' education and future prospects [6d9db668].
The COVID-19 pandemic has also led to a rise in home schooling in the United States. Many families have chosen to continue home schooling even as schools have reopened, leading to an increase in the number of home-schooled students. This trend reflects a changing landscape of education in America, with parents seeking alternative forms of education for their children [6d9db668].
The closure of schools during the pandemic has been a topic of debate and criticism. The New York Times editorial board has acknowledged that the closure of schools was a significant educational disaster, resulting in a loss of 20 years of progress in math and reading. The closure of schools was deemed avoidable, and the article criticizes the lack of interest in investigating the origins of the pandemic and the mistakes made during the response [aa6e695c].
Chronic absenteeism in American public schools has also been exacerbated by the pandemic. The proportion of students attending schools with high levels of chronic absenteeism has doubled since pre-pandemic times. This crisis is now affecting elementary and middle schools, indicating the toll of the pandemic on the education system. More funding and resources are needed to address this issue and strengthen the foundational building blocks of education [6d9db668].
The COVID-19 pandemic caused significant learning loss for students in the United States, with math and reading scores declining and most children losing half a year of learning. Low-income and minority students were disproportionately affected. Economists Jens Ludwig and Jonathan Guryan argue that if learning losses are not reversed, it could result in an average of 2 to 9 percent less income for the nearly 50 million children enrolled in public K–12 schools [30134268].
Connecticut continues to see increased levels of learning loss, slightly better than the national average. The Annie E. Casey Foundation released its annual 'KIDS COUNT Data Book' report, which ranked states on overall child well-being. Connecticut ranked No. 8 in overall child well-being and No. 3 in terms of education. However, American schools have struggled to improve student test scores, particularly after the COVID-19 pandemic. In Connecticut, only 35% of fourth-grade students read proficiently and 30% of eighth-grade students score proficiently in math. Chronic absenteeism rates were 22% in 2022, nearly double than pre-pandemic. The report emphasizes the need for equitable educational opportunities and holistic support for all students. Over $31 trillion in U.S. economic activity hinges on helping children complete learning delayed by the pandemic. Connecticut leads the nation in preschool attendance and has one of the lowest teen birth rates. However, it ranks 23rd in youth obesity, with 32% of children between the ages of 10 and 17 classified as overweight. Connecticut's rankings worsened in overall economic well-being and family and community factors. About 9% of children in Connecticut live in a family where the head of the household lacks a high school diploma. The state ranks No. 32 in the number of children living in high-poverty areas. About 31% of children live in households that spend over 30% of their income on housing. The report recommends schools provide low or no-cost meals, reliable internet, and a safe place to study, as well as expanded access to tutoring and wraparound services for families. [bf189902] [3c36a575]