Annotated Bibliography
The page includes a list of sources that supports the topic “Covid Pandemic Impact on Educational Opportunities.” It provides our research sources contribute to our topic by providing brief explanation and bibliographic information.
The Impact of Political Variables on State Education Policy: An Exploration
Burbridge, Lynn C. “The Impact of Political Variables on State Education Policy: An Exploration.” Journal of Education Finance 28, no. 2 (2002): 235–59. http://www.jstor.org/stable/40704166.
Burbridge, an Public Administration assistant professor at Rutgers University, analyzes political variables that may affect state-level education policy and funding for such programs. She seeks to identify key issues through literature review, regression analysis, and observation. The results of her study have found that state education spending patterns are greatly influenced by politics and that the size and distribution of finances and their priorities are important factors to public education. While the results of this source may be broad, Burbridge does not have any vested interest and this journal is peer-reviewed, making this source credible. This research relates to our subject, as this indicates that visualizing our data on a state-level makes sense, as varying policies and political affiliation dominance in each state will impact educational policies, thereby being especially important to analyze during pandemic years when considering school achievement.
Disparities in Learning Mode Access Among K–12 Students During the COVID-19 Pandemic
Centers for Disease Control and Prevention. “Disparities in Learning Mode Access among K-12 Students during the COVID-19 Pandemic, by Race/Ethnicity, Geography, and Grade Level – United States, September 2020-April 2021.” MMWR Morbidity and Mortality Weekly Report 70 (2021): 953-958. https://doi.org/10.15585/mmwr.mm7026e2.
The article from the CDC focuses on different learning modes in schools such as virtual, hybrid, and in-person learning. It specifically focuses on whether students of different races and state/geographical location have differing access to different learning modes, and the impact on their mental health as well as academic performance. The authors argue that access to different learning modes should become more equitable in the 2022-onwards school year, and that white students, students from southern states, and K-5 students had the most access to in-person learning. They acknowledge in the paper that there are other factors that could prevent students from having more access to in-person learning. This article connects to the review by Gee as both focus on SES/Race and impacts on students’ education. Gee’s article is more general, but the CDC article has a more limited time scope and focuses specifically on learning modes narrowing down factors related to students’ performance. It relates to our first research question by focusing on students’ races and the gaps between races, and it also relates to the second question with geographical data on how states changed learning modes, thus affecting students. This source is a primary source from the CDC, and it does a good job at acknowledging confounding factors. Clarity on how they classified states from the South, midwest, etc. would be helpful.
K-12 Online Learning Issues of Marginalized Populations in the US during the Covid-19 Pandemic
Chung, Hannah, and Nari Kim. “K-12 Online Learning Issues of Marginalized Populations in the US during the Covid-19 Pandemic.” In Society for Information Technology & Teacher Education International Conference, pp. 741-748. Association for the Advancement of Computing in Education (AACE), 2022. https://www.learntechlib.org/p/220805/
This study explores the challenges faced by marginalized populations in the K-12 educational system in the United States during the COVID-19 pandemic, particularly in the context of online learning. Chung and Kim highlight disparities in access to technology, varying levels of digital literacy among students and parents, and the broader socio-economic factors that exacerbate these challenges. In this article, three demographics fall under marginalized groups: low-income, Black, and Latinx. The key takeaway is that students from white and high-income households saw an overall improvement in their test scores post-pandemic, whereas students from Black, Latinx and low-income households saw a negative trend in their test scores post-pandemic. I believe this source does have some value in our research, as it does provide some explanation as to why certain racial demographics’ educational achievement increased or decreased (according to the article, one of the reasons was access to a laptop). However, the article does not include certain racial groups, such as Asian Americans, so one will be very confused as to where they fall in this study since they are not mentioned.
“Effects of remote learning during COVID-19 lockdown on children’s learning abilities and school performance: A systematic review
Cortés-Albornoz, Maria C., Sofia Ramírez-Guerrero, Danna P. García-Guáqueta, Alberto Vélez-Van-Meerbeke, and Claudia Talero-Gutiérrez. “Effects of remote learning during COVID-19 lockdown on children’s learning abilities and school performance: A systematic review.” International Journal of Educational Development (2023): 102835. https://doi.org/10.1016/j.ijedudev.2023.102835
This article, through a systematic review of 24 articles from 1787 articles, describes the effects of lockdowns on K-12 learning, specifically finding that there were lower scores in standardized tests during lockdown than previous years, with academic, motivational, and socio-emotional factors contributing to these scores. The highlight that these factors should be considered when discussing future moves. This applies to our website/data because it acknowledges the effects of COVID-19 and notes what should be focused on for improved test scores. If state policies improve on these issues, standardized test scores should be seen to be higher in some states than others. This journal is peer reviewed and edited, did not receive external funding, and there was no conflict of interest, making it credible. This is a secondary source.
Educational Impacts of the COVID-19 Pandemic in the United States: Inequities by Race, Ethnicity, and Socioeconomic Status
Gee, Kevin A., Vigdis Asmundson, and Tseng Vang. “Educational Impacts of the COVID-19 Pandemic in the United States: Inequities by Race, Ethnicity, and Socioeconomic Status.” Current Opinion in Psychology 52 (2023): 101643. https://doi.org/10.1016/j.copsyc.2023.101643.
This is a review article that focuses on the impact of race and socioeconomic statuses on education at the height of the pandemic. Notably, this source compares different permutations of education disparities in different races, like increases in reading gains for Hispanic and Asian students, which relates well to our first research question on racial achievement gaps. It also discusses structural inequities which essentially discuss the same issues with learning modes as the source from the CDC. A major critique of this article is that it is a review article, and therefore a secondary source. While its content is based on primary peer reviewed sources, it also cites other reviews, which means that the article is influenced by other authors’ views on what information is important, as well as this article’s authors biases. However, it is also helpful in that they acknowledge that SES and other measures are taken differently for different studies, and it is helpful for comparing different articles.
Potential Socioeconomic Effects of the COVID-19 Pandemic on Neural Development, Mental Health, and K-12 Educational Achievement
George, Gabrielle, Jeanine Dilworth-Bart, and Robert Herringa. “Potential Socioeconomic Effects of the COVID-19 Pandemic on Neural Development, Mental Health, and K-12 Educational Achievement.” Policy Insights from the Behavioral and Brain Sciences 8, no. 2 (2021): 111-118. https://doi.org/10.1177/23727322211032248.
In the article “Potential Socioeconomic Effects of the COVID-19 Pandemic on Neural Development, Mental Health, and K-12 Educational Achievement,” authors Grace George, Janean Dilworth-Bart, and Ryan Herringa argue that the COVID-19 pandemic has significantly impacted children’s neurodevelopment, mental health, and educational outcomes. The researchers looked at different studies pertaining to the pandemic’s impact on learning to draw their conclusion: increased access to online resources, increased access to summer/out of classroom learning, and investments in mental and emotional health. One drawback of this study is that it is a secondary source that fully draws its conclusions through other articles. However, we can use some of the other studies for our research. Overall, this study won’t be too helpful for us in the long-term since it is more rooted in neuroscience and biological findings.
Education in a Pandemic: The Disparate Impacts of COVID-19 on America’s Students
Goldberg, Suzanne B. Education in a Pandemic: The Disparate Impacts of COVID-19 on America’s Students. USA: Department of Education, 2021. https://www2.ed.gov/about/offices/list/ocr/docs/20210608-impacts-of-covid19.pdf.
Goldberg’s article covers different topics. It cites some data on COVID’s actual impact on education itself, as well as mental health. Mental health and its impact on education is something mentioned in other sources, so the article can connect to the others below. It focuses on racial disparities before the pandemic in education, as well as during the pandemic, and overall, the author argues that the pandemic increased these disparities and elaborates more on the reasons why. It also specifically looks at issues with virtual learning (struggling to log on/stay connected), which relates to the learning modes and disparities detailed in the article by the CDC below. The author also has a section on Asian-American racism and impact on education, which is not covered in some of the other articles. This relates to our first research question on racial achievement gaps, and gives more information on the specific reasoning. The source is more like a review, but it cites a lot of primary/primary peer reviewed sources to back its arguments. It splits different focuses up into sections, and the whole article itself is quite long with many sections on different areas COVID affected education (e.g. for LGBTQI+ students, mental health, etc.). The source cites a good amount of quantitative data, making its claims more trustable than other reviews that do not cite specific figures/data.
Sharp Increase in Inequality in Education in Times of the COVID-19-Pandemic
Haelermans, Carla, Renske Korthals, Marc Jacobs, Suzanne de Leeuw, Sanne Vermeulen, Lian van Vugt, et al. “Sharp Increase in Inequality in Education in Times of the COVID-19-Pandemic.” PLoS ONE 17, no. 2 (2022): e0261114. https://doi.org/10.1371/journal.pone.0261114.
The article “Sharp Increase in inequality in education in times of the COVID-19 pandemic” argues that differences in learning outcomes during the pandemic can be attributed to lack of resources at home. Additionally, the researchers also concluded that there were large gaps in learning loss based on parental income and education. The study, which collected data over three months, analyzed different standardized test scores pertaining to math, reading, and spelling. Although the source provides some valuable information on how variables aside from income (e.g parental educational background) are associated with positive or negative trends in test scores, it won’t be of great use for us because it examines learning during the pandemic in The Netherlands. We are primarily examining the United States, and the study only mentions the country twice.
College in the Time of Coronavirus: CHALLENGES FACING AMERICAN HIGHER EDUCATION
Kelly, Andrew P., and Rooney Columbus. “College in the Time of Coronavirus: CHALLENGES FACING AMERICAN HIGHER EDUCATION.” American Enterprise Institute, 2020. http://www.jstor.org/stable/resrep25358.
The article College in the Time of Coronavirus: CHALLENGES FACING AMERICAN HIGHER EDUCATION, published by American Enterprise Institute, highlights the challenge U.S. colleges faced during the Covid-19. Most colleges and schools have shifted to online classes due to the pandemic. The pandemic impacted student enrollment rate, financial impact, student learning style, and long-term impact on education. However, this article suggests that the pandemic’s impact on education can positively impact the education industry in the long-term. To survive in the rapidly changing education industry, schools need to prepare for the future by investing in online classes and in the future education industry. Most of the academic articles are biased toward the negative effects of COVID-19. However, this reading is noteworthy in that it analyzes changes in education caused by COVID from an unbiased perspective.
I’m Here for the Hard Re-Set: Post Pandemic Pedagogy to Preserve Our Culture
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In “I’m Here for the Hard Re-Set: Post Pandemic Pedagogy to Preserve Our Culture”, Ladson-Billings advocates for educators to take advantage of the major shifts in education due to the Coronavirus pandemic as a way to fundamentally “re-set education” to be culturally sustaining and integrate inclusive design. She cites examples that educators and scholars were implementing in schools in 2020 to protect the most vulnerable students and how those students benefited. Ultimately, Ladson-Billings’ article offers a framework to navigate gaps in education in the current pandemic world. While these strategies were not systematically adopted at the time this article proposes, they still reflect an ever present need to address educational disparities and build an environment that sufficiently serves all students.
Education’s long COVID: 2022–23 achievement data reveal stalled progress toward pandemic recovery
Lewis, Karyn, and Megan Kuhfeld. Education’s long COVID: 2022–23 achievement data reveal stalled progress toward pandemic recovery, July 2023. https://www.nwea.org/uploads/Educations-long-covid-2022-23-achievement-data-reveal-stalled-progress-toward-pandemic-recovery_NWEA_Research-brief.pdf.
The Center for School and Student Progress Brief continues research of the NWEA, linking enduring health complications of Long COVID to persisting educational gaps, highlighting stalled progress towards academic recovery from the height of the pandemic, and emphasizing that marginalized students remain as furthest from recovery. The brief quantifies months of additional schooling time as a metric to recover school-closure learning loss, and advocates for consistent investment in this issue, which is described as impossible to address with only immediate recovery initiatives. This provides greater context to our dataset and challenges the deficit-oriented framing of achievement gaps to rectify the harm that students have faced before and throughout the pandemic.
Introduction: State Policies and Higher Education Attainment
McLENDON, MICHAEL K., and LAURA W. PERNA. “Introduction: State Policies and Higher Education Attainment.” The Annals of the American Academy of Political and Social Science 655 (2014): 6–15. http://www.jstor.org/stable/24541747.
Mclendon and Perna introduce how state policies impact the percentage of those who seek higher education, as well as new policies, challenges, and possibilities to improve postsecondary education seeking and retention. State governments are responsible for primary and secondary education, and directly influence higher education. The country is diverse, with each state varying in demographics, socioeconomic development, political system/parties, education systems, and policy climates. These variances directly contribute to the variance between test score achievement between students within different states, as while some states may be more willing to give resources to those who have fewer resources because of political climate, other states may not extend the same help to their residents. The American Academy of Political and Social Science states that they are a forum for the “well-informed and intellectually curious” to exchange ideas. The Annals are peer reviewed and edited by scholars and are a credible source with some primary and mostly secondary sources.
Despite Progress, Achievement Gaps Persist During Recovery from Pandemic
Ross, Elizabeth M. “Despite Progress, Achievement Gaps Persist During Recovery from Pandemic.” Harvard Graduate School of Education, January 31, 2024. https://www.gse.harvard.edu/ideas/news/24/01/despite-progress-achievement-gaps-persist-during-recovery-pandemic.
This Harvard Graduate School of Education report conveys the discoveries from the recent Education Recovery Scorecard and the policy suggestions of its co-author Thomas Kane, who urges K-12 schools to prioritize the remaining federal pandemic aid money before it expires in the next few months, this Fall 2024. This article probes the Scorecards findings, specifically with regards to achievement gaps between states, and why some states have made more progress in recovery than others. This sheds light on how more successful responses could be expanded upon to other areas, and the roles different stakeholders like districts and parents can play in learning loss recovery for students.
U.S. education in the time of COVID
U.S. education in the time of COVID, August 2022. https://nces.ed.gov/surveys/annualreports/pdf/Education-Covid-time.pdf.
The National Center for Education Statistics (NCES) conducted research that studies the impact of COVID-19 on U.S. education, U.S. education in the time of COVID . The article U.S. Education in the Time of COVID highlighted various high-level data containing information on changes in students’ learning opportunities. During the pandemic, we asked, “When will U.S. schools reopen for full-time in-person learning? After the end of the pandemic, answers to these questions were derived, and NCES showed the results visually by bar, arrow, and waffle chart. From Spring 2020 to Fall 2021, the report shows the change in K-12 school enrollment rates before the in-person lecture proceeds. This article has a value in that it visually and appropriately shows the student’s enrollment rate during the pandemic with a bar chart.
The Impact of Covid -19 on American Education
Yu, Xinyan. “(PDF) the Impact of Covid -19 on American Education.” ResearchGate. Accessed July 19, 2024. https://www.researchgate.net/publication/371352956_The_Impact_of_COVID_-19_on_American_Education.
The report The Impact of COVID-19 on American Education highlights the negative impact of Covid-19 on American education. This report highlights the negative impact of Covid-19 on a student’s dropout rate, mental health, and the quality of courses. However, although the situation of the pandemic has negatively affected U.S. students and their education, this author mentions that the problem is gradually improving. The pandemic has caused students to drop out of school and worsened student’s mental health. Students dropped out of school to get a job due to their financial constraints. Also, the quality of classes is reduced due to online classes. The report highlights the pandemic’s negative impact on education, from economic problems to mental health issues. The reason why this article is meaningful is that it emphasizes the negative impact of Covid-19 than the positive impact. This report is suitable for credible evidence to support our research.