Degree Name

EdD (Doctor of Education)


Educational Leadership

Date of Award


Committee Chair or Co-Chairs

Virginia Foley

Committee Members

John Boyd, Don Good


The purpose of this comparative, quantitative study was to explore the relationship of interim test scores among remote and in-person learners, low-income students, and students with disabilities. In March 2020, a portion of students enrolled in a K-12 school in Northeast Tennessee was moved into remote learning until the end of the school year in May 2020. In July 2020, parents were given the option for their child to attend remote or in-person learning. While some chose in-person learning, giving reasons such as child-care, work obligations, or personal preference, others chose for their children to continue to receive online learning due to health concerns brought on by the pandemic. Since these decisions were made, some parents that originally opted for online learning chose to send their child back to school due to perceived obstacles faced within the online environment.

This study was conducted to determine the efficacy of online learning in comparison to in-person learning for students grades three – six separated into the following categories: general population, students with disabilities, and low-income students. Comparison of both mathematics and literacy interim third quarter checkpoint data were analyzed using SPSS software to conduct a series of independent t-tests. Data were analyzed at the 0.05 level of significance. Twelve research questions were addressed testing corresponding null hypotheses. Results included third grade online literacy scores significantly exceeding the scores of in-person. Mean literacy and math scores were approximately equal for online and in-person learners. Overall, scores for students with disabilities and low socio-economic students were approximately equal whether the learners were online or in-person.

Document Type

Dissertation - unrestricted


Copyright by the authors.