在幼儿园到12年级的虚拟学习在COVID-19大流行和慢性缺勤期间
William N Evans1,2,3, Kathryn Muchnick1, Olivia Rosenlund1
1Department of Economics, University of Notre Dame, Notre Dame, Indiana.
JAMA network open
|August 21, 2024
概括
在COVID-19期间的虚拟学习显著增加了K-12学生的慢性缺勤率. 这种影响在高贫困地区更为明显,突出了教育获取和教育成果的差异.
科学领域:
- 教育政策 教育政策
- 公共卫生 公共卫生
- 社会学 社会学 社会学
背景情况:
- 在K-12教育中的慢性缺勤率在COVID-19后显著上升.
- 疫情迫使人们大规模转向虚拟和混合学习模式.
研究的目的:
- 调查2020-2021学年虚拟学习与2021-2022学年慢性缺勤之间的关联.
- 在美国各地的学区层面分析这种关系.
主要方法:
- 一项横截面研究分析了2018-2019和2021-2022学年美国11,017个学区的数据.
- 慢性缺勤率与前一年虚拟/混合学习日的比例相对退化,控制人口统计和社会经济地位.
主要成果:
- 慢性缺勤率从大流行前期到大流行后期整体上升了13.5个百分点.
- 与完全面对面的地区相比,100%虚拟学习的地区经历了6.9个百分点更高的慢性缺勤率.
- 虚拟学习对缺勤率的影响在高贫困地区被放大,在最贫困地区增加10.6个百分点.
结论:
- 疫情期间的虚拟学习与慢性缺勤率的增加密切相关.
- 调查结果强调,需要制定策略来缓解缺勤率,优化虚拟学习,特别是在弱势学生群体中.
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