大流行期间及之后的教育种族差异: 截至 2025 年康涅狄格州的证据
Racial Disparities in Education During and Following the Pandemic: Evidence in Connecticut through 2025
NBER Working Papers · 2026 · [{"name": "Eric Brunner", "affiliation": []}, {"name": "Stephen Ross", "affiliation": []}, {"name": "Xinrui Wang", "affiliation": []}]
中文摘要
我们考察了截至2024-25学年康涅狄格州K-12学生在考试成绩、缺勤和纪律事件方面与疫情相关的种族和族裔差异。值得注意的是，现有大多数疫情研究对缺勤的覆盖仅截至2022-23学年，而关于疫情后学生纪律相关行为发生率的定量证据极为有限。与已有研究一致，我们发现疫情对考试成绩存在持续的负面影响，且考试成绩在种族和族裔维度上存在巨大差异。在初中阶段，我们还发现疫情后严重纪律事件总体数量与严重纪律事件中的种族和族裔差异均持续增加。然而，我们发现，到2024-25学年，出勤率和长期缺勤方面的种族和族裔差异已大幅恢复。就所有结果而言，差异扩大的大部分与黑人和拉丁裔学生就读于疫情前表现更差、且疫情前经济弱势或面临学习障碍学生占比更高的学校有关。
Abstract
We examine pandemic related racial and ethnic disparities in test scores, absenteeism, and disciplinary incidents for K-12 students in the State of Connecticut through the 2024-25 school year. Notably, most existing pandemic studies only cover absenteeism through 2022-23, and minimal quantitative evidence exists on the post-pandemic incidence of student discipline related behaviors. Consistent with prior studies, we find persistent negative effects of the pandemic on test scores, as well as substantial disparities in test scores along racial and ethnic lines. For middle school, we also find persistent post-pandemic increases in both severe disciplinary incidents overall and racial and ethnic disparities in severe discipline incidents. However, we document substantial recovery in racial and ethnic disparities in attendance rates and chronic absenteeism by 2024-25. For all outcomes, most of the increases in disparities are associated with Black and Latinx students attending schools that had worse pre-pandemic outcomes and higher pre-pandemic shares of students who are either economically disadvantaged or face learning barriers.