3 - (Sym 99) Did the COVID-19 Pandemic Widen Educational Inequalities Among High School

Background. The COVID-19 pandemic significantly disrupted learning for all students. It was speculated that this disruption would widen established educational inequalities and undermine academic performance for students already at-risk for academic underachievement, such as students with attention-deficit hyperactivity disorder (ADHD), students from lower socioeconomic statuses (SES), and youth from marginalized racial/ethnic backgrounds. This study explored the impact of the pandemic on core subject grades (Math, English, Science, History) and overall grade point average (GPA) for high school students, and examined predictors of change in GPA to identify at-risk populations.

Methods. Participants were 238 adolescents (55.5% male, Mage at onset of the pandemic = 16.74 years; 49.6% diagnosed with ADHD). Subject grades and GPA were collected from adolescents. Demographic factors examined as predictors included ADHD status, biological sex, family income, and race/ethnicity.

Results. GPA significantly decreased 0.12 on average from the 2019-2020 to 2020-2021 school year (t = 3.70, p < .001). This was driven by significant decreases in English and Science grades (Δ = 0.14 and 0.13; ts = 2.12 and 2.03; ps = .036 and .044, respectively), and marginal decreases in History grades (Δ = 0.12; t = 1.80; p = .074). Math grades did not significant change across school years (Δ = 0.04; t = 0.64, p = .524). ADHD status and biological sex significantly moderated change in GPA as well as change in English and Science grades specifically, ps < .046. Students with ADHD reported decreased GPA and English grades (Δ = 0.23 and 0.29), whereas students without ADHD had non-significant change in GPA and English grades (Δ = 0.04 and 0.03). Similarly, males experienced decreased GPA and Science grades (Δ = 0.18 and 0.25), whereas females experienced a non-significant change in GPA and Science grades (Δ = 0.03 and 0.03). Family income and race/ethnicity did not moderate change in GPA; however, main effects for income and race/ethnicity were found such that students with family incomes below the US median household income and Black/Latinx students had lower grades during both school years.

Conclusions. Additional academic support is required for high school students, particularly students with ADHD and male students, to overcome lapsed academic performance and improve academic trajectories following the COVID-19 pandemic. Implications for schools and suggestions for policy will be discussed.