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Abstract

In response to COVID-19, U.S. students learned remotely from mid-March to June 2020. At the start of academic year 2020-21, many schools remained remote but others—primarily Catholic and other private schools—reopened. We consider Catholic schooling as a proxy for in-person instruction and use national data from Renaissance Star and MAP Growth assessments to compare the achievement of similar students pre-pandemic, during the height of mitigation strategies, and after most schools reopened. In a departure from pre-pandemic growth patterns, students in Catholic schools showed more growth than those in public schools during the height of mitigation strategies, suggesting the importance of in-person instruction.

DOI

10.15365/joce.2702052024

First Page

76

Last Page

106

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

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