[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-497724-105":59,"doc-detail-497724-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","pandemic-schooling-mode-and-student-test-scores-evidence-from-us-states","Pandemic Schooling Mode and Student Test Scores - Evidence from US States","","The paper estimates how district-level schooling mode—full in-person versus hybrid or distance learning—affects standardized test scores. It links Spring 2021 state test data with detailed schooling-mode information from the 2020-21 school year across 12 US states. Results show overall pass rates declined versus prior years, with larger declines where districts provided less in-person instruction. Math pass rates fell by 14.2 points on average, and declines were smaller in fully in-person districts; ELA changes were smaller but varied by student demographics.",{"@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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/pandemic-schooling-mode-and-student-test-scores-evidence-from-us-states/497724/",{"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/pandemic-schooling-mode-and-student-test-scores-evidence-from-us-states/497724.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-02",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study measure schooling mode during the 2020-21 school year?","Question",{"text":112,"@type":113},"It uses data describing district-level schooling modes and estimates the relationship between the share of time districts offered in-person learning versus hybrid or distance learning, combined with Spring 2021 standardized test outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the main results for math and English language arts (ELA) pass rates?",{"text":117,"@type":113},"Pass rates declined compared with prior years in all 12 states. Math pass rates decreased by 14.2 percentage points on average, with smaller losses in districts fully in-person; ELA losses were smaller overall but showed stronger differences by district student demographics.",{"name":119,"@type":110,"acceptedAnswer":120},"How do district demographics affect the impact of in-person access on test scores?",{"text":121,"@type":113},"The declines were larger in districts with less access to in-person instruction, particularly in districts with larger populations of Black and Hispanic students. For ELA, the effect is larger where districts have more students of color, while math effects are more similar across districts regardless of racial composition.","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},497724,1791211532,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"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},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Pandemic Schooling Mode and Student Test Scores: Evidence from  \nUS States ∗  \nClare Halloran  \nBrown University  \nRebecca Jack  \nUniversity of Nebraska-Lincoln  \nJames Okun MIT  \nEmily Oster  \nBrown University and NBER  \nNovember 14, 2021  \nAbstract  \nWe estimate the impact of district-level schooling mode (in-person versus hybrid or distance learning) on test scores. We combine Spring 2021 state standardized test score data with comprehensive data on schooling in the 2020-21 school year across 12 states. We 􀀌nd that pass rates declined compared to prior years and that these declines were larger in districts with less in-person instruction. Passing rates in math declined by 14.2 percentage points on average; we estimate this decline was 10.1 percentage points smaller for districts fully in-person. Changes in English language arts scores were smaller, but were signi􀀌cantly larger in districts with larger populations of students who are Black, Hispanic or eligible for free and reduced price lunch.  \n1 Introduction  \nOver the course of the 2020-21 school year, students across the United States experienced educational disruptions as schools and districts alternated between learning modes in an e􀀋ort to mitigate the transmission of Coronavirus Disease 2019 (COVID-19) . Uncertainty about the role of schools in the spread of COVID-19 as well as the impact of di􀀋erent schooling modes forced school leaders to make di􀀎cult decisions about how to appropriately support both their students and sta􀀋 (McLeod and Dulsky, 2021) . School districts utilized a range of schooling modes (sometimes called \"learning  \n∗We are grateful to Hannah Orlove for excellent research assistance. The COVID-19 School Data Hub was produced with funding from Emergent Ventures at the Mercatus Center, the Chan Zuckerberg Initiative, and Arnold Ventures. Contact: Emily Oster at emily [oster@brown.edu](oster@brown.edu).  \nmodels\") throughout the year: some remained closed and o􀀋ered virtual learning options, others opened for full-time in-person learning, and some combined these approaches through a \\hybrid\"schooling mode (Kaufman and Diliberti, 2021) . Approaches to both hybrid and virtual learning varied, including di􀀋erent numbers of days in school and variation in the degree of synchronous instruction (Marshall, Shannon, and Love, 2020) .  \nThere has been some e􀀋ort to compare overall student learning during the pandemic to prepandemic years, without reference to schooling mode (Lewis et al., 2021) . Other research has relied on parent or teacher perspectives of students outcomes based on reported schooling mode (Chenet al., 2021; Verlenden et al., 2021) . To date, however, little is known about how outcomes vary for students by school districts' predominant schooling mode.  \nIn this paper, we use data on district schooling modes alongside Spring 2021 test score data from 12 states to analyze the relationship between schooling mode and test scores. We estimate the relationship between the share of the year that in-person learning was o􀀋ered (as opposed to hybrid or virtual learning) and student standardized test scores, both overall and interacted with district demographics. Our main regression speci􀀌cation uses a standard panel data approach, with data atthe district-year level, to estimate the impact of the time spent in-person on 2021 test scores. These regressions include district-speci􀀌c trends and a full set of demographics and year interactions.  \nWe demonstrate 􀀌rst that, across all 12 states in our sample, there were large reductions in test scores between 2020-21 and previous years. The average decline in math is 14.2 percentage points, versus 6.3 percentage points in English language Arts (ELA) . These changes are well outside typical year-on-year variation.  \nFollowing this, we show our main 􀀌nding: the decline in students' 2021 test scores as compared to prior years was signi􀀌cantly larger in districts which o􀀋ered less access to in-person schooling.","cbCaipe9jJVKsJZ2","https://ap.wps.com/l/cbCaipe9jJVKsJZ2","pdf",387275,27,"English","# Abstract\n# Introduction\n## Research approach and data\n## Overall declines in test scores\n## Main findings on schooling mode\n## Demographic and baseline score patterns\n## Subject differences and test participation","[{\"question\":\"How does the study measure schooling mode during the 2020-21 school year?\",\"answer\":\"It uses data describing district-level schooling modes and estimates the relationship between the share of time districts offered in-person learning versus hybrid or distance learning, combined with Spring 2021 standardized test outcomes.\"},{\"question\":\"What are the main results for math and English language arts (ELA) pass rates?\",\"answer\":\"Pass rates declined compared with prior years in all 12 states. Math pass rates decreased by 14.2 percentage points on average, with smaller losses in districts fully in-person; ELA losses were smaller overall but showed stronger differences by district student demographics.\"},{\"question\":\"How do district demographics affect the impact of in-person access on test scores?\",\"answer\":\"The declines were larger in districts with less access to in-person instruction, particularly in districts with larger populations of Black and Hispanic students. For ELA, the effect is larger where districts have more students of color, while math effects are more similar across districts regardless of racial composition.\"}]","Pandemic Schooling Mode and Student Test Scores - Evidence from US States | PDF",1790965361,68]