Remote Vs. Hybrid Learning Effects on Student Mathematics Achievement in Three Magnet Schools During the COVID-19 Pandemic Years

Abstract

Our quasi-experimental design study compared the effects of remote versus hybrid learning during the COVID-19 pandemic 2020–21 school year and after on individual student math achievement in three magnet middle schools. We used 2018–19 prepandemic student data to establish baseline equivalence. This study contributes analytic evidence that disadvantaged students who learned remotely suffered statistically significant learning losses in math during the pandemic 2020–21 school year. However, by the end of the 2021–22 school year, after one subsequent school year of in person learning, we found that they had caught up with their peers in math achievement.