Abstract
Purpose. The purpose of this quantitative, nonexperimental descriptive study was to explore whether there has been a significant decrease in attendance rates or a significant decrease in achievement as evidenced by assessment scores for students in the K-12 public school system after the COVID-19 compulsory distance learning period for the Asian American and Pacific Islanders (AAPI) students of the Nanakuli-Waianae complex area versus the state of Hawaii as a whole.
Theoretical Framework. The theoretical framework that directed the lens of this study was AAPI critical race theory (CRT). The AAPI CRT lens provides insight into the unique and specific difficulties experienced by the culturally unique AAPI communities of the Nanakuli-Waianae complex area and the state of Hawaii as a whole.
Methodology. In this quantitative, nonexperimental descriptive study, secondary data and descriptive statistics were used to determine any significant decreases in attendance rates or achievement scores of the AAPI students in the state of Hawaii and the Nanakuli-Waianae complex area after the COVID-19 distance learning period.
Findings and Conclusion. This study found that the AAPI students of the Nanakuli-Waianae complex area did suffer increases in chronic absenteeism but did not find statistically significant decreases in achievement as evidenced by assessment scores. The AAPI students in the state of Hawaii as a whole did suffer from both increased chronic absenteeism and decreased assessment scores. It was found that the complex area did about the same on assessment scores when compared to their peers across the state. Finally, it was found that the AAPI students of Hawaii suffered greater losses than their non-Asian peers.
Recommendations. Future research exploring attendance and achievement before, during, and after the COVID-19 pandemic in additional complex areas and individual school communities is recommended. These studies should be conducted both quantitatively and qualitatively to understand the impacts of the COVID-19 pandemic distance learning period more fully. Attendance and assessment data from other educational institutions like charter schools would also be beneficial to explore to reveal any trends.