了解德克萨斯州学生学习进步的复杂性:对COVID-19和农村与非农村地区的研究
Shifang Tang1, Zhuoying Wang2, Lei Zhang1
1Department of Psychology and Special Education, College of Education and Human Services, Texas A&M University-Commerce, Commerce, TX 75428, USA.
Behavioral sciences (Basel, Switzerland)
|May 24, 2024
概括
COVID-19大流行对德克萨斯州公立学校的学术成绩产生了负面影响. 农村地区表现出比非农村地区更有弹性,突出了教育中断的差异.
科学领域:
- 教育政策 教育政策
- 公共卫生 公共卫生
- 教育心理学教育心理学
背景情况:
- 在全球范围内,COVID-19大流行给全球教育系统带来了前所未有的挑战.
- 学业成绩是学生成功和教育系统有效性的关键指标.
- 对于有针对性的干预措施来说,了解大流行对各种学校人口统计学的不同影响至关重要.
研究的目的:
- 调查COVID-19大流行对德克萨斯州公立学校学术成绩的影响.
- 为了比较农村和非农村地区之间的学业绩变化.
- 为了确定影响学生在疫情期间成绩的人口因素.
主要方法:
- 利用了来自德克萨斯州1155个公立学校区的人口统计和第5年级德克萨斯州学术准备评估 (STAAR) 测试数据.
- 2018-2019学年 (大流行前) 和2020-2021学年 (大流行期间) 的数据比较.
- 采用多重回归分析来评估农村和非农村地区之间的差异以及人口统计学的影响.
主要成果:
- 在这两学年之间观察到显著的人口变化.
- 与农村地区相比,非农村地区的学业成绩下降幅度更大.
- 较高的教师工资与更好的学业成绩有关;英语学习者需要额外的支持.
结论:
- 随着COVID-19的流行,德克萨斯州学生的学术学习经历发生了重大破坏.
- 与其非农村同行相比,农村学区在学术成绩方面表现出更大的性.
- 教师工资和针对英语学习者的有针对性的支持是缓解学术中断的重要因素.
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