Publications & Resources
Exploring the Relationship Between Student Learning Location and Student Outcomes in MSAP-Funded Schools During the COVID-19 Pandemic
Jia Wang, Seth Leon, Linda Adreani, Roxanne M. Sylvester, Velette Bozeman, David Kikoler, and Elaine Rosales
The current quasi-experimental design study explored how students’ choice of learning location model (either predominantly remote or hybrid) impacted their outcomes on academic assessments, school day attendance, and chronic absence in the 2020–2021 school year in the midst of the COVID-19 pandemic. Analyzing the student sample across three middle schools, we found that the predominantly remote students scored significantly lower in math assessments than the hybrid students. These predominantly remote students scored similarly to their hybrid comparison students in English language arts (ELA) and had similar attendance rates and chronic absence rates. For the Grade 11 students at the one high school, no statistically significant differences were found between the predominantly remote and the hybrid students on SAT ELA or math assessments, school attendance rates, or chronic absence rates.
Wang, J., Leon, S., Adreani, L., Sylvester, R. M., Bozeman, V., Kikoler, D., & Rosales, E. (2022). Exploring the relationship between student learning location and student outcomes in MSAP-funded schools during the COVID-19 pandemic (CRESST Report 869). UCLA/CRESST.