Document Type
Article
Publication Date
8-12-2022
Keywords
In-person learning, COVID-19, in-person learning racial gaps, equity concerns
Abstract
In the spring of 2020, the COVID-19 pandemic closed schools throughout the United States, forcing a shift to remote learning that lasted the rest of the academic year. In the fall of 2020, schools reopened using combinations of in-person, hybrid, and remote learning models with great geographic variability in access to in-person learning. A growing body of research shows important racial differences in the use of in-person learning during the 2020-2021 school year, with Black and Hispanic students returning to in-person learning at lower rates than white students (Camp and Zamarro, 2021; Kurmann and Lalé, 2022). This in-person learning gap raises serious equity concerns as emerging research illustrates how remote learning was associated with both larger decreases in academic performance during the pandemic and a widening racial achievement gap (Goldhaber et al., 2022).
Series Title
EDRE Research Brief
Series Number
2022-01
Citation
Heape, A., Camp, A., & Zamarro, G. (2022). Revisiting Ethnic Differences in In-Person Learning During 2021-2022. Education Reform Faculty and Graduate Students Publications. Retrieved from https://scholarworks.uark.edu/edrepub/139
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Other Educational Administration and Supervision Commons
