Educational disparities: The impact of the COVID-19 pandemic on students in socioeconomically challenged communities

ABSTRACT

The purpose of this quantitative study was to examine the impact of the COVID-19 pandemic on students from disadvantaged communities in South Florida who were significantly affected by the sudden switch to online learning resulting from the COVID-19 pandemic. This study explored the academic year Spring 2020 through Spring 2021. This study utilized a quantitative design utilizing previously collected historical data. The population targeted was African American students. Purposive sampling ensured that the study sample included a detailed account of varying demographics related to employment status, household income, and education level. A sample size of 288 participants was used. Data were analyzed using the analysis of variance (ANOVA) approach. The independent t-test results of the Florida State Assessment (FSA) Level 3 math percentages indicated a significant mean difference between 2017-2019 and 2020-2021. The period of 2020-2021 resulted in a significant decrease in the math FSA, on average, by 6.96% (beta = -6.960, t = -6.190, p < .001). The importance of the study findings was that they present the impact of the COVID-19 pandemic on the academic achievement of economically disadvantaged students during the 2020-2021 school year. The results may assist school leaders in preparing for future pandemics, especially among Florida schools. The limitation of this study was that the secondary data sources used are unreliable as primary points of evidence. Future studies should be conducted using both primary and secondary sources to enhance the reliability and authenticity of the study findings in Florida and across the United States. (PsycInfo Database Record (c) 2023 APA, all rights reserved)