学校中断加剧了高中毕业的不平等

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australian Educational Researcher Pub Date : 2023-04-24 DOI:10.3102/0013189X231167152

Ran Liu

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引用次数: 0

摘要

本研究利用威斯康星州429所公立高中三个学年的学校月级学习模式数据和高中完成率，研究了COVID-19大流行期间面对面教学中断对高中完成率的影响，重点研究了社会经济差异。研究结果显示，在2020-21年期间，虚拟或混合学习模式的时间延长会降低整体学业完成率，并扩大经济弱势学生和非经济弱势学生在学业完成率方面的校内差距。这项研究进一步证明了大流行的不平等影响，并呼吁采取措施，在学校中断期间支持处境不利的学生。

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School Disruptions Exacerbated Inequality in High School Completion

Using school-month-level learning mode data and high school completion rates across three school years from 429 Wisconsin public high schools, this study examines the impact of disruptions to in-person instruction during the COVID-19 pandemic on high school completion rates, with a focus on socioeconomic disparities. Findings reveal that a longer time in virtual or hybrid learning mode in 2020–21 decreases overall school completion rates and increases the within-school gap in completion rates between economically disadvantaged and non-disadvantaged students. This study provides further evidence of the unequal impact of the pandemic and calls for initiatives to support disadvantaged students during school disruptions.

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来源期刊

Australian Educational Researcher EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.60

自引率

14.30%

发文量

期刊介绍： The Australian Educational Researcher is the international, peer reviewed journal published by AARE. The Australian Educational Researcher is published three times a year and is a Thomson (ISI) indexed journal. The aim of AER is to:Promote understandings of educational issues through the publication of original research and scholarly essays.Inform education policy through the publication of papers utilising a range of research methodologies and addressing issues of theory and practice.Provide a research forum for education researchers to debate current problems and issues.Provide an international and national perspective on education research through the publication of book reviews, scholarly essays, original quantitative and qualitative research and papers that are methodologically or theoretically innovative.AER welcomes contributions from a variety of disciplinary perspectives on any level of education.