Publication Title
Behavioral Sciences
Document Type
Article
Abstract/Description
In this study, we investigate the impact of COVID-19 on academic achievement in Texas public schools. Demographic and Grade 5 STAAR test data were collected from 1155 public school districts for 2018–2019 and 2020–2021. Multiple regression was adopted to analyze the differences between rural and non-rural districts, as well as the impact of demographic characteristics on students’ achievement. The results reveal significant differences in demographic characteristics between the two academic years, with non-rural districts exhibiting a greater decline in academic achievement than rural districts. Additionally, the findings suggest that higher teacher salaries correlate with better academic performance across various subjects and that English learners require additional support to acquire content knowledge and skills. We further confirm that the COVID-19 pandemic has disrupted the academic learning experience of Texas students, with rural districts displaying more resilience than non-rural districts.
Department
Psychology and Special Education
DOI
10.3390/bs14050408
Volume
14
Issue
5
ISSN
2076-328X
Date
5-24-2024
Citation Information
Tang, Shifang; Wang, Zhuoying; Zhang, Lei; and Jimenez, David, "Understanding the Complexities of Student Learning Progress in Texas: A Study of COVID-19 and Rural vs. Non-Rural Districts" (2024). Faculty Publications. 21.
https://digitalcommons.tamuc.edu/educ-faculty-publications/21
