"The study observed that while overall learning retention was noted, there were slight losses among students at the low end of the distribution, indicating a need for targeted support."
"The research team analyzed data from 10,508 students in Northwest Arkansas, focusing on their performance on the ACT Aspire and CogAT tests during the pandemic period."
"Arkansas had relatively shorter school closure periods, which may have contributed to the differences in learning retention observed compared to other states."
"The findings underscore the importance of employing multiple measures for gifted identification procedures to ensure equitable assessment across diverse student populations."
A study in Arkansas revealed that learning retention varied after the pandemic, with slight losses noted among lower-performing students. The research utilized data from 10,508 students who took the ACT Aspire and CogAT tests. Arkansas experienced shorter school closures, which may have influenced learning outcomes. The study highlights the importance of using multiple measures for identifying gifted students, as the impact of the pandemic on learning was not uniform across all demographics and regions.
Read at Psychology Today
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