Abstract
During the Covid-19 pandemic, schools around the nation closed to prevent the virus’s spread. Following these closures, students’ performance on standardized exams worsened. Using a two-way fixed effect model with district and year fixed effects, I examine if the use of non-traditional schooling modes (i.e. hybrid and virtual) during the pandemic is associated with lower ELA and Math proficiency rates in Connecticut public schools. I find that Connecticut public school districts’ Math and ELA pass rates on the annual Smarter Balanced exam significantly decreased as they used higher levels of virtual and hybrid education. The magnitude of this decrease was higher for the math subject test compared to the ELA test. Lastly, these results hold when weighting observations by enrollment.
Recommended Citation
Manieri, Michael
(2025)
"The Effects of Pandemic School Closures on Standardized Testing Outcomes: Evidence From Connecticut,"
Dartmouth Undergraduate Journal of Politics, Economics and World Affairs: Vol. 2:
Iss.
1, Article 8.
Available at:
https://digitalcommons.dartmouth.edu/dujpew/vol2/iss1/8
Included in
Economics Commons, Education Commons, Geography Commons, Law Commons, Legal Studies Commons, Medicine and Health Sciences Commons, Political Science Commons, Public Affairs, Public Policy and Public Administration Commons