Attenuated Learning Gains

Abstract

Abstract Evidence for attenuation of learning gains has been clear and consistent, with statistically significant declines in achievement, erasing decades of progress in reading and math. A dose–response relationship has been established, with students in virtual education for longer periods demonstrating more significant declines in learning progress. Learning losses have been disproportionately greatest for at-risk groups, including students of color, emerging English speakers, those with disabilities, and students from economically disadvantaged households. Preexisting achievement gaps have increased. Measures of learning progress have not fully rebounded with school reopenings, and in some cases, there has been further widening of achievement gaps, especially for vulnerable students.