Understanding the Complexities of Student Learning Progress in Texas: A Study of COVID-19 and Rural vs. Non-Rural Districts.

Shifang Tang, Zhuoying Wang, Lei Zhang, David Jimenez

Abstract read

In one paragraph

Article in Behavioral sciences (Basel, Switzerland), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

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3 · Its place in the literature

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0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Shifang TangDepartment of Psychology and Special Education, College of Education and Human Services, Texas A&M University-Commerce, Commerce, TX 75428, USA.ORCID 0000-0002-5351-4684

Zhuoying WangTexas Advanced Computing Center, The University of Texas at Austin, Austin, TX 78712, USA.ORCID 0000-0002-4039-6850

Lei ZhangDepartment of Psychology and Special Education, College of Education and Human Services, Texas A&M University-Commerce, Commerce, TX 75428, USA.

David JimenezSchool of Education and Human Development, Texas A&M University, Corpus Christi, TX 78406, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

In this study, we investigate the impact of COVID-19 on academic achievement in Texas public schools. Demographic and Grade 5 STAAR test data were collected from 1155 public school districts for 2018-2019 and 2020-2021. Multiple regression was adopted to analyze the differences between rural and non-rural districts, as well as the impact of demographic characteristics on students' achievement. The results reveal significant differences in demographic characteristics between the two academic years, with non-rural districts exhibiting a greater decline in academic achievement than rural districts. Additionally, the findings suggest that higher teacher salaries correlate with better academic performance across various subjects and that English learners require additional support to acquire content knowledge and skills. We further confirm that the COVID-19 pandemic has disrupted the academic learning experience of Texas students, with rural districts displaying more resilience than non-rural districts.

Indexed as

academic achievementCOVID-19non-ruralrural

Identifiers

PMID38785899

DOI10.3390/bs14050408

PMCPMC11117944

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LicenceCC BY

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.