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In School, Engaged, On-track? The Effect of the Pandemic on Student Attendance, Course Grades, and Grade Retention in North Carolina

Sarah Crittenden Fuller,
Tom Swiderski,
Camille N. Mikkelsen,
Kevin Bastian

The effects of the COVID-19 pandemic on students’ experiences in school were widespread. Early research show reductions in test scores across grade levels and student groups. This study extends research evidence to additional student outcomes – absences, course grades, and grad retention – and to examine how pandemic effects are distributed across students. Using a combination of descriptive and regression analyses, we find negative average impacts on all outcomes. These effects are largest at the high end of the absence distribution and the low end of the grade distribution. Effects are also largest in middle school for most outcomes and are typically larger among historically marginalized groups of students. These findings reflect widening achievement gaps and the need for targeted supports.

Keywords
COVID-19, attendance, grades, retention
Education level
K-12 Education
Topics
Student Learning
Tags
Covid-19 recovery,
Equity
Download 03/2023
Document Object Identifier (DOI)
10.26300/58h9-3r54
EdWorkingPaper suggested citation:
Fuller, Sarah Crittenden, Tom Swiderski, Camille Mikkelsen, and Kevin Bastian. (). In School, Engaged, On-track? The Effect of the Pandemic on Student Attendance, Course Grades, and Grade Retention in North Carolina. (EdWorkingPaper: -747). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/58h9-3r54

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