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Using administrative, survey, and virtual-learning data, researchers find that families’ preference for virtual instruction is strongly linked to later school infection rates and is relatively consistent within schools. Students with more virtual instructional days show higher attendance but negative achievement growth compared with students assigned more face-to-face days.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-mode-choice-student-engagement-and-achievement-growth-during-the-covid-19-pandemic/590147/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-mode-choice-student-engagement-and-achievement-growth-during-the-covid-19-pandemic/590147.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What data sources does the study use to analyze learning-mode decisions and outcomes?","Question",{"text":112,"@type":113},"The study uses administrative data, survey data, and virtual-learning data to examine family learning-mode choice and link virtual education to engagement and achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is family preference for virtual instruction related to school infection rates?",{"text":117,"@type":113},"Family preference for virtual (vs. face-to-face) instruction is highly associated with subsequent school-level infection rates and appears relatively uniform within schools.",{"name":119,"@type":110,"acceptedAnswer":120},"What learning-mode assignment outcomes does the study report for attendance and achievement growth?",{"text":121,"@type":113},"Students assigned a higher proportion of instructional days in virtual mode have higher attendance but negative achievement growth compared with students assigned more face-to-face instructional days.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590147,1792189712,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2022, Vol. 8, No. 1, pp. 1–18 DOI: 10. 1177/23328584221128035  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2022. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nLearning-Mode Choice, Student Engagement, and Achievement Growth  \nDuring the COVID-19 Pandemic  \nJennifer Darling-Aduana  \nHenry T. Woodyard  \nTim R. Sass  \nSarah S. Barry  \nGeorgia State University  \nThe COVID-19 pandemic resulted in an unanticipated, near-universal shift from in-person to virtual instruction in the spring of 2020. During the 2020–21 school year, schools began to reopen, and families were faced with decisions regarding the instructional mode for their children. We leverage administrative, survey, and virtual-learning data to examine the determinants of family learning-mode choice and associations between virtual education, student engagement, and academic achievement. Family preference for virtual (versus face-to-face) instruction was highly associated with subsequent schoollevel infection rates and appeared relatively uniform within schools. We find that students assigned to a higher proportion of instructional days in virtual mode experienced higher rates of attendance but negative achievement growth compared to students who were assigned a higher proportion of instructional days in face-to-face mode. Insights from this study can be used to better understand family preferences as well as to target and refine virtual learning in a post-COVID-19 society.  \nKeywords: academic achievement, crisis-schooling, school choice, student engagement, virtual learning  \n[The COVID-19 pandemic presented a shock to the U.S. edu](The COVID-19 pandemic presented a shock to the U.S. edu)cational system, resulting in a near-universal shift to virtual learning in the spring of 2020 (Goldstein et al., 2020) . More than half of all students continued to receive only virtual instruction into the fall of 2020 (Roche, 2020) . Although many students began to transition back to in-person learning in school year (SY) 2020–21, roughly one in five schools remained fully remote for most of the school year (Kaufman & Diliberti, 2021). Mounting evidence suggests that the pandemic and associated disruptions to families and schools have led to reductions in student achievement growth, particularly among students belonging to marginalized groups (Curriculum Associates, 2021a, 2021b, 2021c; Kogan & Lavertu, 2021; Kuhfeld et al., 2020; Lewis et al., 2021; Pier et al., 2021; Renaissance, 2021a, 2021b) . This result has the potential to exacerbate educational opportunity gaps in the short and the long term.  \nThe observed reduction in the rate of achievement growth has many possible explanations, including economic disruptions due to parental job loss; student, family, and teacher health problems caused by COVID-19; and mental trauma from isolation and stress. However, most important from an educational policy perspective are factors within the control of schools, the most notable of which are the decisions of whether and how to employ virtual instruction. We, therefore, focus our analysis on the relationship between instructional  \nmode and student outcomes, including attendance, engagement, and achievement. The pandemic necessitated expanded familiarity, proficiency, and infrastructure for virtual learning in the United States, all of which are likely to lead to expanded use of this learning mode in future years (Kaufman & Diliberti, 2021; St. George et al., 2021). The likely future expansion of virtual education makes understanding the inherent strengthsand limitations of this instructional mode critical to supporting quality education in a post-pandemic educational system.  \nAs a secondary interest, we also examine the correlates of family choice over instructional mode. During the fall of 2020, many districts allowed fam","cbCaiafelF6iAd5w","https://ap.wps.com/l/cbCaiafelF6iAd5w","pdf",1102990,18,"English","# Learning-mode choice and policy context\n## Family determinants and infection-rate associations\n## Effects on attendance, engagement, and achievement growth","[{\"question\":\"What data sources does the study use to analyze learning-mode decisions and outcomes?\",\"answer\":\"The study uses administrative data, survey data, and virtual-learning data to examine family learning-mode choice and link virtual education to engagement and achievement.\"},{\"question\":\"How is family preference for virtual instruction related to school infection rates?\",\"answer\":\"Family preference for virtual (vs. face-to-face) instruction is highly associated with subsequent school-level infection rates and appears relatively uniform within schools.\"},{\"question\":\"What learning-mode assignment outcomes does the study report for attendance and achievement growth?\",\"answer\":\"Students assigned a higher proportion of instructional days in virtual mode have higher attendance but negative achievement growth compared with students assigned more face-to-face instructional days.\"}]","Learning-Mode Choice, Student Engagement, and Achievement Growth During the COVID-19 Pandemic | PDF",1792068913,45]