Keywords
COVID-19, Academic Performance, Emergency Education, Vulnerable Populations
Abstract
This study investigated school closures' impact on students from vulnerable populations in elementary classrooms. The research places an emphasis on the importance of an equitable and effective educational system in every community. It highlights the role of formal education in providing opportunities for social advancement and promoting the development of individuals and nations. The impact of the COVID-19 Emergency on access to quality education and the challenges and inequities faced by vulnerable populations are emphasized. This research also discusses the Sustainable Development Goals (SDGs) established by the United Nations in 2015 to ensure inclusive and equitable education for all children worldwide.
Data from a large suburban school district is presented to analyze how students perform following school closures and their attempts to prevent achievement gaps. Specifically, the researcher examines how students from minority and low socioeconomic subgroups have been impacted by the COVID-19 Emergency compared to their peers.
The analysis demonstrates a significant correlation between race, socioeconomic status and student success on the Florida Standards Assessment. Due to school shutdowns, one can conclude that students from vulnerable populations struggled to access curriculum at the same rate as their non-vulnerable peers. Recommendations are made for mitigating learning loss and for preparing schools to successfully maintain the quality of education in future emergencies.
Completion Date
2024
Semester
Summer
Committee Chair
Biraimah, Karen
Degree
Doctor of Education (Ed.D.)
College
College of Community Innovation and Education
Department
CCIE: Curriculum and Instruction
Degree Program
Curriculum and Instruction: Global, International, and Comparative Education
Release Date
8-15-2024
Length of Campus-only Access
None
Access Status
Masters Thesis (Open Access)
Campus Location
Orlando (Main) Campus
STARS Citation
Novak, Jake, "From Crisis to Classroom: Evaluating Academic Success in Vulnerable Populations During the COVID-19 Emergency Education Era" (2024). Graduate Thesis and Dissertation 2023-2024. 269.
https://stars.library.ucf.edu/etd2023/269
Accessibility Status
Meets minimum standards for ETDs/HUTs