An IERI – International Educational Research Institute Journal
Table 13 Frequencies of the extent to school principals believe COVID-19 disruption will have lasting impact on students’ academic outcomes
All students | Low-achieving students | High-achieving students | Low-income background students | |||||
|---|---|---|---|---|---|---|---|---|
Percentages (SE) | Percentages (SE) | Percentages (SE) | Percentages (SE) | |||||
Substantially increased | 0.85 (0.85) | 1.30 (0.97) | 0.85 (0.85) | 1.30 (0.97) | ||||
Increased to some degree | 1.19 (0.86) | 0.75 (0.75) | 9.02 (2.80) | – | ||||
Did not change | 13.19 (3.51) | 8.89 (3.33) | 67.08 (4.40) | 32.88 (5.40) | ||||
Decreased to some degree | 74.77 (4.87) | 38.06 (4.97) | 21.89 (3.47) | 51.03 (6.10) | ||||
Substantially decreased | 9.99 (3.57) | 51.00 (5.44) | 1.15 (0.84) | 14.78 (3.90) | ||||