Impact of the COVID-19 Pandemic on Achievement Gaps in High School: A Quantitative Analysis of SAT Math Scores

Abstract

This dissertation investigates the impact of limited technology access, the quality of remote learning experiences, and racial disparities on SAT math scores among 11th-grade students. The study spans two academic years, 2018/2019 and 2022/2023, offering a longitudinal perspective on the trends in math scores. The research employs a quantitative approach, utilizing statistical analysis of variance (ANOVA) to explore the association between the independent variables (limited technology access, remote learning experiences) and the dependent variable (math scores). Covariates including race/ethnicity, economically disadvantaged/socioeconomic status (SES), and gender are controlled for in the analyses. Limitations include the sample size and the focus on a single school district and grade, warranting caution in generalizing findings. The implications extend beyond statistical disparities, pointing to potential inequalities in educational resources that demand further examination. This research contributes to the literature by offering insights into the intricate interplay of technology access, remote learning, and racial disparities in the context of standardized testing. The findings provide valuable information for educators, policymakers, and researchers working towards an equitable and inclusive educational landscape.