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
type: CreativeWork
description: 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: 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.
author: Hargens, Justin D.
language: eng
language: English
date published: 2022
date modified: 2026-07-24T03:09:05Z
provider: University of Missouri
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Missouri--Columbia

PropertyValue
property ID: Handle
value: https://hdl.handle.net/10355/91576

PropertyValue
property ID: DOI
value: 10.32469/10355/91576