Understanding the Complexities of Student Learning Progress in Texas: A Study of COVID-19 and Rural vs. Non-Rural Districts

TL;DR

This study examines how the COVID-19 pandemic affected student learning in Texas, finding that non-rural districts saw bigger drops in achievement than rural ones.

Contribution

The study provides new insights into how rural and non-rural districts in Texas were differently impacted by the pandemic and demographic factors.

Findings

Non-rural districts showed a greater decline in academic achievement during the pandemic compared to rural districts.

Higher teacher salaries were associated with better student performance across subjects.

English learners need more support to keep up with academic content during disruptions like the pandemic.

Abstract

In this study, we investigate the impact of COVID-19 on academic achievement in Texas public schools. Demographic and Grade 5 STAAR test data were collected from 1155 public school districts for 2018–2019 and 2020–2021. Multiple regression was adopted to analyze the differences between rural and non-rural districts, as well as the impact of demographic characteristics on students’ achievement. The results reveal significant differences in demographic characteristics between the two academic years, with non-rural districts exhibiting a greater decline in academic achievement than rural districts. Additionally, the findings suggest that higher teacher salaries correlate with better academic performance across various subjects and that English learners require additional support to acquire content knowledge and skills. We further confirm that the COVID-19 pandemic has disrupted the academic learning experience of Texas students, with rural districts displaying more resilience than non-rural districts.