Learning recovery post-COVID-19 in Ohio’s Appalachian communities: A multivariate causal-comparative investigation

Colleen  Richardson; Cynthia J.  Davenport; Karen H.  Larwin

doi:10.59400/fes1925

Learning recovery post-COVID-19 in Ohio’s Appalachian communities: A multivariate causal-comparative investigation

Colleen Richardson Teacher Education and Leadership, Youngstown State University, Youngstown, OH 44514, USA
Cynthia J. Davenport Student Services Department, Seneca Valley School District, Harmony, PA 16037, USA
Karen H. Larwin Education Leadership, Youngstown State University, Youngstown, OH 44514, USA

Article ID: 1925

DOI: https://doi.org/10.59400/fes1925

Keywords: COVID-19; reading; mathematics; interventions; growth; county-wide supports

Abstract

This study investigates causal-comparative relationships between COVID-19 learning loss in reading and math for 3rd grade through 8th grade students and Appalachian status of schools across Ohio. This study further explored potential differences in learning recovery for Appalachian and non-Appalachian schools and potential factors that may impact recovery. Archival data was collected from the Ohio Department of Education and Workforce to support analysis of differences in average proficiency on Ohio State Testing results. The initial investigation occurred without adjustment or differentiation for socio-economic status, operationalized as eligibility for free or reduced-price lunch, and was then adjusted by this variable for enhanced analysis. The study analyzed additional information about Educational Services Center delivery models for interventions and staff support. The analysis revealed no significant difference in learning loss between Appalachian and non-Appalachian schools, although Appalachian schools demonstrated more negative decline on average over the study period. The study revealed statistically significant gains in reading in an Appalachian County with an Educational Service Center that utilizes a direct service delivery model for professional development and emphasizes targeted interventions. No significant gains were made in math from this same county. The analysis supports the need for future research into service model approaches and their potential impact on preventing learning loss and aiding in learning recovery.

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Published

2025-04-03

How to Cite

Richardson, C., Davenport, C. J., & Larwin, K. H. (2025). Learning recovery post-COVID-19 in Ohio’s Appalachian communities: A multivariate causal-comparative investigation. Forum for Education Studies, 3(2), 1925. https://doi.org/10.59400/fes1925

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