Educational disparities in STEM during COVID-induced distance learning and a potential strategy to address them.

The COVID-19 pandemic prompted widespread school closures and a swift transition to distance learning, raising concerns about consequences for student success. This study explores academic outcomes in STEM (Science, Technology, Engineering, and Mathematics) courses during COVID-induced distance learning using student-course records at an U.S. public university. We particularly focus on students from underserved populations and who have below average academic outcomes. Employing an expected shortfall regression strategy, we examine outcomes in the bottom quintile and compare differences between students whose household income were in the lowest bracket or without a parent holding a four-year college degree and peers for whom this was not the case, in distance and in-person learning. We show that during distance learning, students in disadvantaged populations in the lowest quintile had average grade differences of 0.11 and 0.06 points, respectively. We also find that targeted instructional changes in an introductory physics course were associated with narrower achievement gaps. These results suggest that while distance learning posed challenges for underserved students, deliberate strategies to increase interaction may potentially support greater equity in STEM education.