{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/91576"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/91576","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Quantitative analysis of impact of risk factors and learning modalities on urban high school student credit attainment and grade point average during the COVID-19 pandemic from 2020-2021","abstract":"This study examined how traditionally least advantaged populations of urban American midwestern high school students were affected by the pandemic compared to non-least advantaged peers. Previous literature recognized achievement gaps between students in the following groups prior to the COVID-19 pandemic: (a) traditionally least advantaged ethnicities (Hanushek et al., 2019; Ladson-Billings, 2006; Noguera, 2009), (b) students with special needs (Cohodes, 2018; Gilmour et al., 2019; Noguera, 2009), (c) students whose native language was different from the language predominantly spoken at school or English language learners (Fry, 2008; Garcia et al., 2012; Hyock, 2001) and students coming from low socioeconomic households (Chamielewski, 2019; Hanushek et al., 2019; Ladson-Billings, 2006; Noguera, 2009) in comparison to their peers not represented in the aforementioned sub-populations. Also, students not obtaining sufficient credits each semester to stay on pace for graduation have been identified as having a predictor of students not graduating (Allensworth & Easton, 2007; Heppen et al., 2017; Herlihy, 2007). Students were grouped by levels of low, medium, and high At-Riskness to determine if there was a significant correlation and/or difference between student achievement rates before and during the pandemic on credits earned and grade-point averages (GPAs) each semester. The data showed that as students accumulate at-risk factors their achievement declined, during the pandemic there was a disproportionate decline in achievement by the most at-risk. This study calls for a re-examination of how to educate through crisis.","abstract_html":"This study examined how traditionally least advantaged populations of urban American midwestern high school students were affected by the pandemic compared to non-least advantaged peers. Previous literature recognized achievement gaps between students in the following groups prior to the COVID-19 pandemic: (a) traditionally least advantaged ethnicities (Hanushek et al., 2019; Ladson-Billings, 2006; Noguera, 2009), (b) students with special needs (Cohodes, 2018; Gilmour et al., 2019; Noguera, 2009), (c) students whose native language was different from the language predominantly spoken at school or English language learners (Fry, 2008; Garcia et al., 2012; Hyock, 2001) and students coming from low socioeconomic households (Chamielewski, 2019; Hanushek et al., 2019; Ladson-Billings, 2006; Noguera, 2009) in comparison to their peers not represented in the aforementioned sub-populations. Also, students not obtaining sufficient credits each semester to stay on pace for graduation have been identified as having a predictor of students not graduating (Allensworth & Easton, 2007; Heppen et al., 2017; Herlihy, 2007). Students were grouped by levels of low, medium, and high At-Riskness to determine if there was a significant correlation and/or difference between student achievement rates before and during the pandemic on credits earned and grade-point averages (GPAs) each semester. The data showed that as students accumulate at-risk factors their achievement declined, during the pandemic there was a disproportionate decline in achievement by the most at-risk. This study calls for a re-examination of how to educate through crisis.","abstract_has_math":false,"creators":["Hargens, Justin D."],"institution":"University of Missouri--Columbia","degree_name":"Ed. D.","degree_level":"Doctoral","degree_discipline":"Educational leadership and policy analysis (MU)","degree_department":null,"school":null,"contributors":[],"advisors":["Wall, Tim"],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022","date_published":"2022","updated_at":"2026-07-24T03:09:05Z","subjects":[],"languages":["eng","English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/91576"],"render_values":[{"text":"https://doi.org/10.32469/10355/91576","href":"https://doi.org/10.32469/10355/91576","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10355/91576","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Wall, Tim"]},{"key":"dc:creator","label":"Author","values":["Hargens, Justin D."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2022-09-07T19:57:31Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-09-07T19:57:31Z"]},{"key":"dc:date.issued","label":"Date","values":["2022"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri--Columbia"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational leadership and policy analysis (MU)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed. 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Previous literature recognized achievement gaps between students in the following groups prior to the COVID-19 pandemic: (a) traditionally least advantaged ethnicities (Hanushek et al., 2019; Ladson-Billings, 2006; Noguera, 2009), (b) students with special needs (Cohodes, 2018; Gilmour et al., 2019; Noguera, 2009), (c) students whose native language was different from the language predominantly spoken at school or English language learners (Fry, 2008; Garcia et al., 2012; Hyock, 2001) and students coming from low socioeconomic households (Chamielewski, 2019; Hanushek et al., 2019; Ladson-Billings, 2006; Noguera, 2009) in comparison to their peers not represented in the aforementioned sub-populations. Also, students not obtaining sufficient credits each semester to stay on pace for graduation have been identified as having a predictor of students not graduating (Allensworth & Easton, 2007; Heppen et al., 2017; Herlihy, 2007). Students were grouped by levels of low, medium, and high At-Riskness to determine if there was a significant correlation and/or difference between student achievement rates before and during the pandemic on credits earned and grade-point averages (GPAs) each semester. The data showed that as students accumulate at-risk factors their achievement declined, during the pandemic there was a disproportionate decline in achievement by the most at-risk. This study calls for a re-examination of how to educate through crisis."]},{"key":"dc:title","label":"Title","values":["Quantitative analysis of impact of risk factors and learning modalities on urban high school student credit attainment and grade point average during the COVID-19 pandemic from 2020-2021"]}]}],"canonical_facts":{"dc:contributor.advisor":["Wall, Tim"],"dc:creator":["Hargens, Justin D."],"dc:date.accessioned":["2022-09-07T19:57:31Z"],"dc:date.available":["2022-09-07T19:57:31Z"],"dc:date.issued":["2022"],"dc:description.abstract":["This study examined how traditionally least advantaged populations of urban American midwestern high school students were affected by the pandemic compared to non-least advantaged peers. Previous literature recognized achievement gaps between students in the following groups prior to the COVID-19 pandemic: (a) traditionally least advantaged ethnicities (Hanushek et al., 2019; Ladson-Billings, 2006; Noguera, 2009), (b) students with special needs (Cohodes, 2018; Gilmour et al., 2019; Noguera, 2009), (c) students whose native language was different from the language predominantly spoken at school or English language learners (Fry, 2008; Garcia et al., 2012; Hyock, 2001) and students coming from low socioeconomic households (Chamielewski, 2019; Hanushek et al., 2019; Ladson-Billings, 2006; Noguera, 2009) in comparison to their peers not represented in the aforementioned sub-populations. Also, students not obtaining sufficient credits each semester to stay on pace for graduation have been identified as having a predictor of students not graduating (Allensworth & Easton, 2007; Heppen et al., 2017; Herlihy, 2007). Students were grouped by levels of low, medium, and high At-Riskness to determine if there was a significant correlation and/or difference between student achievement rates before and during the pandemic on credits earned and grade-point averages (GPAs) each semester. The data showed that as students accumulate at-risk factors their achievement declined, during the pandemic there was a disproportionate decline in achievement by the most at-risk. This study calls for a re-examination of how to educate through crisis."],"dc:identifier.doi":["https://doi.org/10.32469/10355/91576"],"dc:identifier.uri":["https://hdl.handle.net/10355/91576"],"dc:language":["English"],"dc:language.iso":["eng"],"dc:publisher":["University of Missouri--Columbia"],"dc:title":["Quantitative analysis of impact of risk factors and learning modalities on urban high school student credit attainment and grade point average during the COVID-19 pandemic from 2020-2021"],"dc:type":["Thesis"],"thesis:degree_discipline":["Educational leadership and policy analysis (MU)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed. D."],"thesis:institution_name":["University of Missouri--Columbia"]},"updated_at":"2026-07-24T03:09:05Z"}