The Effects of Distance Learning and Socio-Economic Status on the Reading Comprehension Level of Middle School Students

Abstract

The purpose of this study is to investigate what effects distance learning has on the academic performance of socio-economically disadvantaged middle school students. This research hypothesized that socio-economically disadvantaged students who are participating in distance learning will not have significantly different reading comprehension levels, compared to students who do not qualify for free and reduced meals. This was a quasi-experimental study that used the Standardized Reading Inventory scores from the past three years for all students grade six through eight at a select middle school and broke it down by socio-economic status. Analyzing the mean scores and growth rate along socio-economic status rejected the null hypothesis. Additional research could continue with a wider set of data including the spring scores from across the entire county.