The study by Claire Wladis, Alyse C. Hachey, and Katherine Conway explores the extent to which the COVID-19 pandemic and the subsequent shift to emergency remote teaching (ERT) exacerbated academic inequities across institution types, gender, and race/ethnicity. By analyzing course outcomes at the City University of New York (CUNY) during the transition to online learning in Spring 2020, the study provides insights into how different student demographics were affected.
Main Takeaways:
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Impact on Two-Year vs. Four-Year Institutions:
- Two-Year Colleges: Students at two-year colleges experienced significantly worse outcomes during ERT compared to their pre-pandemic performance. This group was more adversely affected due to factors such as less access to technology and higher levels of time poverty.
- Four-Year Colleges: In contrast, four-year college students saw improved outcomes during the same period, likely benefiting from more resources and less time poverty due to reduced commuting times and other pandemic-related changes.
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Gender Differences:
- Women: Generally performed better than men across both institution types during ERT. This trend was more pronounced at two-year colleges, where women maintained their course completion rates while men's outcomes declined.
- Men: Experienced a significant drop in course completion rates, especially at two-year colleges. This could be attributed to increased work responsibilities and financial pressures exacerbated by the pandemic.
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Racial and Ethnic Disparities:
- Black and Hispanic Students: Both groups faced steeper declines in academic performance during ERT compared to their White and Asian counterparts, particularly at two-year colleges. These declines were largely explained by existing disparities in socioeconomic status, access to technology, and educational resources.
- Asian and White Students: Showed more resilience during ERT, with Asian students maintaining or improving their performance. The gap between these groups and minority students widened, underscoring the pandemic's role in deepening educational inequities.
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Prior Online Course Experience:
- Dual-Mode Students: Students who had prior experience with online courses (dual-mode) were better prepared and showed more resilience during the shift to ERT. This group experienced less disruption in their academic performance compared to students who had only attended traditional in-person classes before the pandemic.
- Traditional-Mode Students: Faced greater challenges adapting to the sudden shift to online learning, resulting in poorer academic outcomes.
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Institutional Context and Student Characteristics:
- Two-Year Colleges: Students at these institutions were generally more disadvantaged, facing higher levels of time poverty, less access to technology, and greater financial instability, which contributed to their poorer performance during ERT.
- Four-Year Colleges: Benefited from better institutional support and resources, which helped mitigate the negative impacts of the pandemic on student outcomes.
Implications and Recommendations:
- Support Services: Institutions should enhance support services, particularly for two-year college students and those from disadvantaged backgrounds, to address the disparities exacerbated by ERT.
- Technology Access: Ensuring equitable access to technology and internet connectivity is crucial for maintaining educational continuity and reducing performance gaps during emergencies.
- Flexible Learning Options: Expanding flexible learning options, including online and hybrid courses, can help accommodate the diverse needs of students and improve resilience in future crises.
- Mental Health and Financial Support: Providing robust mental health and financial support can mitigate the additional stressors brought on by crises like the COVID-19 pandemic, helping students maintain their academic performance.