English Language Arts assessment
Exploring the Relationship Between Student Learning Location and Student Outcomes in MSAP-Funded Schools During the COVID-19 Pandemic
Joanne Michiuye
KEYWORDS: chronic absence, COVID-19 pandemic, English Language Arts assessment, hybrid students, K-12 education, K-12 schooling, learning location, learning loss, magnet schools, math assessment, middle school students, propensity score matching, quasi-experimental design study, remote learning, student enrollment, student learning
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