COVID-19-induced school closures and disadvantaged children's post-COVID academic growth: A longitudinal cohort study

This study draws on repeated-measures data on a diverse (51% female; 54% Latine, 20% Black, and 11% White), low--income cohort of children (N = 618) whose academic skills were assessed before and after COVID-19-induced school closures. Longitudinal models predicted changes in children's literacy and math trajectories from before school closures (ages 4-6; 2017-2019) to after school reopening (ages 8-11; 2021-2023) and tested whether remote learning participation moderated these changes. Results