Was there a difference in academic achievement occurred according to the sector of high schools during the COVID-19 pandemic in South Korea?

• Published in: KEDI journal of educational policy Vol. 20; no. 1; pp. 23 - 42
• Main Authors: Park, Sejin, Nam, Inhye, An, Youngeun, Seo, Jungeun
• Format: Journal Article
• Language: English
• Published: Seoul Korean Educational Development Institute 01.01.2023; 한국교육개발원
• Subjects: Academic achievement; Achievement Gains; COVID-19; Educational Assessment; Educational Demand; Educational Development; Educational evaluation; Educational Quality; Electronic Learning; Elementary Education; Elementary Schools; Graduation Requirements; High Achievement; High School Students; Human Capital; Low Achievement; Pandemics; Private schools; Public Schools; School Effectiveness; School Policy; Secondary schools; Student Placement; 교육학; South Korea
• ISSN: 1739-4341
• DOI: 10.22804/kjep.2023.20.1.002

This study examines whether there are differences in academic achievement guarantees depending on the type of high school establishment in Korea during the COVID-19 pandemic. Specifically, this study focuses on the differences in establishment effects on low-achieving students in the 2020 school year, when most schools provided online learning opportunities. After analyzing the data set from the National Assessment of Educational Achievement (NAEA), the main research findings are as follows. First, private schools had a static effect on students at each achievement level boundary, helping them reach their respective levels. Second, private schools had a more positive effect than public schools on low-achieving students in terms of achieving basic academic skills. Private schools had a greater educational effect on low-achieving students than public schools during the COVID-19 period. Based on these results, this study proposes policy implications for mitigating educational disparities during the COVID-19 pandemic.