Report on Academic Achievement Gaps and the Impact of COVID-19 in Pennsylvania

Introduction

Jill Avery-Stoss, president of The Institute, highlighted the widespread recognition of academic achievement gaps and their complex origins. These gaps arise from a combination of personal, systemic, and structural factors, further exacerbated by disruptions such as the COVID-19 pandemic.

Study Overview by The Institute’s Education and Workforce Development Task Force

The Task Force recently completed a study examining the achievement gap, defined as the disparity in academic performance across different student populations. The study indicates that some students face fewer opportunities to succeed academically than others.

Key Findings on Achievement Gaps

• Achievement gaps are most pronounced when comparing groups based on gender, income levels, and racial or ethnic backgrounds.
• Students often do not fit neatly into single demographic categories, requiring careful analysis.
• Despite Pennsylvania’s overall above-average access to education relative to national benchmarks, the state exhibits some of the largest achievement gaps in the country.
• Gaps exist both between schools with varying resources and among students within the same schools.

Impact of the COVID-19 Pandemic

1. Significant learning loss occurred, particularly in mathematics and reading.
2. Limited internet access hindered many students’ ability to engage fully with remote learning.
3. Reduced participation in standardized testing complicated the assessment of academic needs.

Research by Pennsylvania Department of Education and Mathematica

A research brief analyzed the pandemic’s impact on students in grades five through eight, using predictive models to adjust for variables such as assessment participation, test timing, and instructional modes.

• Grade six students experienced the highest predicted impact in both math and language arts.
• Math proficiency declined by 12 to 15 percentage points; English language arts proficiency declined by 7 to 12 percentage points.
• Students from vulnerable backgrounds and those in fully remote learning environments had lower assessment participation rates.
• Overall academic proficiency across Pennsylvania decreased in 2021, with vulnerable groups experiencing more severe negative impacts.

Addressing the Achievement Gap: A Multi-Sector Approach

Avery-Stoss emphasized that education alone does not account for the achievement gap. Effective solutions require coordinated efforts among policymakers, educators, and communities to address structural, economic, and historical inequities.

Recommendations Aligned with Sustainable Development Goals (SDGs)

Efforts to close the achievement gap contribute directly to several SDGs, including Quality Education (SDG 4), Reduced Inequalities (SDG 10), and Partnerships for the Goals (SDG 17). Recommended actions include:

• Expanding access to high-quality preschool programs to ensure inclusive and equitable early education.
• Implementing culturally responsive teaching and inclusive curricula to support diverse learners.
• Establishing community partnerships and programs to provide comprehensive support beyond the classroom.
• Utilizing data-driven policy changes to monitor progress and address disparities effectively.

Conclusion

Closing academic achievement gaps is essential for sustainable development and social equity. By integrating educational improvements with broader social initiatives, Pennsylvania can advance toward achieving the Sustainable Development Goals and ensuring equitable opportunities for all students.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on academic achievement gaps, access to education, and the impact of the COVID-19 pandemic on learning outcomes.
2. SDG 10: Reduced Inequalities
   • The discussion of disparities among students from different income levels, racial and ethnic backgrounds, and vulnerable groups highlights inequality issues.
3. SDG 3: Good Health and Well-being
   • Indirectly connected through the impact of the COVID-19 pandemic on students’ learning and access to resources such as internet connectivity.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations.
   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments.
2. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
3. SDG 3: Good Health and Well-being
   • Target 3.d: Strengthen the capacity of all countries for early warning, risk reduction and management of national and global health risks (related to pandemic impact).

3. Indicators Mentioned or Implied to Measure Progress

1. Academic Proficiency Rates
   • Measured through standardized test scores in math and language arts for grades five through eight.
   • Indicators such as percentage point losses in proficiency (e.g., 12-15 points in math, 7-12 points in English language arts) are used to quantify learning loss.
2. Assessment Participation Rates
   • Participation rates in testing, especially among vulnerable groups and those in remote learning environments, serve as an indicator of access and engagement.
3. Disparity Measures
   • Comparisons of achievement gaps between different demographic groups (gender, income levels, racial/ethnic backgrounds) indicate inequality levels.
4. Access to Resources
   • Indicators related to internet access and availability of high-quality preschool programs and culturally responsive teaching are implied as measures for addressing structural inequities.

4. Table of SDGs, Targets, and Indicators

Source: timesleader.com