Barr Foundation Knowledge Center

This collection includes publications and resources from our partners and in our program areas, both current and legacy. These resources are completely free to access and download. Most of these works were funded by the Barr Foundation. We may occasionally feature items relevant to our program areas which were not funded by Barr. Please be aware that views expressed are not necessarily those of the Barr Foundation. We encourage you to search our collection and suggest potential content to include (use "Suggest an Addition"). For questions or assistance, please contact feedback@barrfoundation.org.
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Distance and Disruption: Listening to Massachusetts Students During COVID-19

February 1, 2021

Analyses of testing data from fall 2020 indicate the transition to remote learning has resulted in significant learning loss, particularly among low-income and minority students. Using data from the online learning platform Zearn, economists at the Harvard Opportunity Insights project found large losses in math learning for low-income students, whereas students from affluent backgrounds saw gains. This has exacerbated fears that the pandemic is widening the already large achievement gap between students from different income and racial/ethnic groups. The COVID-19 crisis has also had a worrisome impact on students' emotional health — particularly among full-time remote learners, for whom supportive networks of teachers and friends have been disrupted.Findings from the Distance and Disruption study correspond with those of a separate survey of 1,549 Massachusetts parents with school-aged children conducted in October and November 2020. That study found significant gaps by income and racial/ethnic group in access to in-person schooling, and parents of children in remote-learning situations — particularly hybrid in-person/remote arrangements — were more likely to feel their child was falling behind grade level.The Distance and Disruption study further adds to our understanding of the transfer to remote learning by exploring students' perspectives on specific differences in the quality of learning experiences between the in-school and at-home environments. Such differences are a critical link in explaining why remote-learning students are more likely to experience negative outcomes.

Education - Public Will

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