High School Math Course-Taking: Shifts in Access and Achievement Post-COVID-19
This study used NWEA’s MAP Growth math test scores from approximately 1.7 million students to examine the lasting effect of COVID-19 on high school math achievement and the associations among course-taking trajectories, demographic characteristics, and math achievement. We found that a drop in math...
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| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2025-07-01
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| Series: | AERA Open |
| Online Access: | https://doi.org/10.1177/23328584251353514 |
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| _version_ | 1850061688969101312 |
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| author | Megan Kuhfeld Gustave Robinson Jazmin Isaacs Sofia Postell Ji-Eun Lee Erin Ottmar |
| author_facet | Megan Kuhfeld Gustave Robinson Jazmin Isaacs Sofia Postell Ji-Eun Lee Erin Ottmar |
| author_sort | Megan Kuhfeld |
| collection | DOAJ |
| description | This study used NWEA’s MAP Growth math test scores from approximately 1.7 million students to examine the lasting effect of COVID-19 on high school math achievement and the associations among course-taking trajectories, demographic characteristics, and math achievement. We found that a drop in math achievement emerged for students in eighth grade in 2020–21 and persisted into 10th grade in spring 2023. Regarding students’ math course-taking trajectories, while there were no statistically significant COVID impacts on enrollment rates in Algebra 1, Geometry, and Algebra 2, significant negative COVID impacts were found for those who took these courses in 10th grade. Lastly, although pre-COVID disparities existed in math achievement across racial/ethnic subgroups, there were no disproportionate impacts of COVID-19 on specific racial/ethnic subgroups after controlling for prior achievement. Implications of these results for students’ math learning and school policies are discussed. |
| format | Article |
| id | doaj-art-bc28bcfb584d47dfb3ab152711bd2b59 |
| institution | DOAJ |
| issn | 2332-8584 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | AERA Open |
| spelling | doaj-art-bc28bcfb584d47dfb3ab152711bd2b592025-08-20T02:50:08ZengSAGE PublishingAERA Open2332-85842025-07-011110.1177/23328584251353514High School Math Course-Taking: Shifts in Access and Achievement Post-COVID-19Megan KuhfeldGustave RobinsonJazmin IsaacsSofia PostellJi-Eun LeeErin OttmarThis study used NWEA’s MAP Growth math test scores from approximately 1.7 million students to examine the lasting effect of COVID-19 on high school math achievement and the associations among course-taking trajectories, demographic characteristics, and math achievement. We found that a drop in math achievement emerged for students in eighth grade in 2020–21 and persisted into 10th grade in spring 2023. Regarding students’ math course-taking trajectories, while there were no statistically significant COVID impacts on enrollment rates in Algebra 1, Geometry, and Algebra 2, significant negative COVID impacts were found for those who took these courses in 10th grade. Lastly, although pre-COVID disparities existed in math achievement across racial/ethnic subgroups, there were no disproportionate impacts of COVID-19 on specific racial/ethnic subgroups after controlling for prior achievement. Implications of these results for students’ math learning and school policies are discussed.https://doi.org/10.1177/23328584251353514 |
| spellingShingle | Megan Kuhfeld Gustave Robinson Jazmin Isaacs Sofia Postell Ji-Eun Lee Erin Ottmar High School Math Course-Taking: Shifts in Access and Achievement Post-COVID-19 AERA Open |
| title | High School Math Course-Taking: Shifts in Access and Achievement Post-COVID-19 |
| title_full | High School Math Course-Taking: Shifts in Access and Achievement Post-COVID-19 |
| title_fullStr | High School Math Course-Taking: Shifts in Access and Achievement Post-COVID-19 |
| title_full_unstemmed | High School Math Course-Taking: Shifts in Access and Achievement Post-COVID-19 |
| title_short | High School Math Course-Taking: Shifts in Access and Achievement Post-COVID-19 |
| title_sort | high school math course taking shifts in access and achievement post covid 19 |
| url | https://doi.org/10.1177/23328584251353514 |
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