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Impact of COVID-19 on 7th Grade Student Performance in Mathematics - Webb County, Texas |
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PP: 191-210 |
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doi:10.18576/jsapl/100306
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Author(s) |
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Lorena A. Sepulveda,
Selina B. Balderas,
Rohitha Goonatilake,
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Abstract |
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| The COVID-19 pandemic profoundly impacted education, including among the middle school students. This study examines the effects of the pandemic on 7th-grade students and assesses the influence of virtual classes on student learning. Five variables were analyzed, comparing their 2019, 2021, and 2022 performance scores to explore the relationship between virtual classes and academic performance. The study focused on students in the United ISD in South Texas, considering economic disparities, prevalence of positive COVID-19 cases, absences, vaccine access, student performance, and equity issues that also include levels of language proficiency, special population, second language acquisition on students and 504 programs. The aim was to determine if virtual instruction exacerbates educational inequity due to limited preparedness and the digital divide. Analysis used public data for the graduating class of 2025-2026 in Webb County, Texas. Findings reveal significant learning losses during the pandemic, with only one student reaching the master’s level in Mathematics for STAAR. Disadvantaged students experienced a decline of 6 percentile points compared to their peers. Performance varied significantly between Laredo’s north and south sides, with the north side showing more improvement. Addressing educational inequities and implementing effective strategies for virtual instruction is crucial, particularly for disadvantaged students.
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