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In 2020, the world confronted an unprecedented event affecting education globally: COVID-19. Events that disrupt education are not new; Homelessness or trauma negatively impact education at an individual level, whereas war stops education completely. This event is unique in that it caused the cessation of in-person instruction for all but with a rapid transition to remote instruction. In this study, we explore how the COVID-19 pandemic affected instruction of Scratch Encore Curriculum, a Scratch curriculum typ- ically used in middle grades with students between 10-14 years old. We analyzed a variety of data sources, including partner classroom- level data as well as anonymous download data. We found that instruction halted abruptly in the United States at the beginning of the March lockdown, with no further instruction that spring. With the introduction of online instructional materials, instruction resumed to normal levels during the 2020-21 school year (which was remote instruction for much of the year). In addition, students completed projects with similar accuracy and completeness during remote instruction as compared with in-person instruction prior to the pandemic.
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This content will become publicly available on July 10, 2026
COVID-19 pandemic stress and child adjustment: Examining the moderating role of mothers’ and fathers’ pandemic conversational style.
- Award ID(s):
- 2017920
- PAR ID:
- 10627881
- Publisher / Repository:
- American Psychological Association
- Date Published:
- Journal Name:
- Developmental Psychology
- ISSN:
- 0012-1649
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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