Causal-comparative analysis shows stable academic performance in urban students post-pandemic, indicating educational recovery efforts may be effective.
The COVID-19 pandemic resulted in considerable disruptions to education, disproportionately affecting students in urban, socioeconomically disadvantaged communities. This study examines the pandemic's impact on standardized test performance among Grades 7–12 students at St. Sidwell's Catholic School. Employing a causal-comparative design and independent samples t-tests, this study evaluates outcomes across three cohorts: pre-pandemic (2017–2019), pandemic-affected (2020–2021), and post-pandemic (2022–2024). Findings revealed no statistically significant difference between the 2022 and 2024 cohorts, suggesting stable academic performance despite the challenges. Grounded in Bronfenbrenner's Ecological Systems Theory and Bandura's Social Cognitive Theory, the study underscores the role of resource access and instructional consistency in fostering student resilience. Recommendations include continued performance monitoring, targeted intervention, and equitable resource distribution in educational recovery efforts.
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Michael D. Hill (2025) studied this question.
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