Replication data for "Physical and social environmental factors related to the decline in school reading and mathematics scores during the COVID-19 pandemic"

This is a .cvs file with headings indicative of the data in the paper.
Abstract The average reading and mathematics achievement scores of fourth and eighth-grade students in the U.S. declined from 2019 to 2022 during the COVID-19 pandemic. One study found no correlation between the decline and school closures, and another found a weak correlation. The studies did not include other factors known to affect school achievement. Using a Poisson regression model, this study examined closure days, student safety drills, childhood poverty, changes in chronic absenteeism when school was in session, temperature, precipitation, and air pollution among the country's 26 most populous school districts. The decline in school achievement was unrelated to school closures and primarily related to increases in chronic absences when schools were in session, districts with more childhood poverty, and changes in the environmental variables, mainly increased temperatures.