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West Ashley Library
9 a.m. - 7 p.m.
Phone: (843) 766-6635
Folly Beach Library
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Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
Wando Mount Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. - 1 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
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Mt. Pleasant Library
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
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Hurd/St. Andrews Library
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Miss Jane's Building (Edisto Library Temporary Location)
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Dorchester Road Library
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John L. Dart Library
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Was COVID-19 an Unexpected Catalyst for More Equitable Learning Outcomes? A Comparative Analysis after Two Years of Disrupted Schooling in Australian Primary Schools
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- Author(s): Andrew Miller (ORCID
Andrew Miller (ORCID 0000-0002-3703-3055 ); Leanne Fray (ORCIDLeanne Fray (ORCID 0000-0002-5760-8688 ); Jennifer Gore (ORCIDJennifer Gore (ORCID 0000-0002-7309-5405 )- Language:
English- Source:
Australian Educational Researcher. 2024 51(2):587-608.- Publication Date:
2024- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/
- Peer Reviewed: Y
- Source: 22
- Education Level: Early Childhood Education
Elementary Education
Grade 3
Primary Education
Grade 4
Intermediate Grades - Subject Terms:
- Subject Terms:
- Accession Number: 10.1007/s13384-023-00614-y
- ISSN: 0311-6999
2210-5328 - Abstract: By the end of 2021, more than 168 million students across the globe had missed a year of face-to-face schooling due to the COVID-19 pandemic. In NSW, Australia, most students engaged in learning from home for eight weeks during 2020 and a further 14 weeks during 2021. This study provides robust empirical evidence on how two years of disruptions to schooling affected student learning. Drawing on matched data for 3,827 Year 3 and 4 students from 101 NSW government schools, this paper compares student achievement growth in mathematics and reading for 2019 (pre-pandemic) and 2021 (second year of the pandemic) student cohorts. While overall there was no significant difference between cohorts, when analysed by socio-educational advantage, we were surprised to find that students in the lowest band achieved approximately three months' additional growth in mathematics. Arguably, grave concerns about the potentially dire impact of COVID-19 on the learning of disadvantaged students were met by investments that made a difference. We argue that targeted funding and system-wide initiatives to support more equitable outcomes should remain a priority after the pandemic if Australia is to meet its aspirations for excellence and equity.
- Abstract: As Provided
- Publication Date: 2024
- Accession Number: EJ1417426
- Availability:
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