Learning Loss in Vulnerable Student Populations After the First Covid-19 School Closure in the Netherlands

School closures due to the COVID-19 pandemic raised concerns about increases in educational inequality. We examined the magnitude of the impact of the first school closure for vulnerable student groups in particular. This study was conducted among 886 Grade 3 - 5 students in the Netherlands in schools serving a high percentage of students from disadvantaged backgrounds. Piecewise growth analyses indicated that the school closures caused discontinuity in students' achievement growth on national standardized tests and led to an average learning loss of 2.47 months in mathematics and 2.35 in reading comprehension, exceeding the duration of the school closure. Findings suggest that school closures contribute to educational inequality and indicate which students may particularly need additional support to overcome the adverse consequences of the lockdowns.

Automated summary

This study examined the impact of the first school closure on vulnerable student groups in a school with a high percentage of students from disadvantaged backgrounds in the Netherlands. The findings showed that the school closures caused a discontinuity in students' academic growth on standardized tests, resulting in an average learning loss of 2.47 months in mathematics and 2.35 months in reading comprehension, exceeding the duration of the closure. The study highlights the contribution of school closures to educational inequality and identifies the students who may require additional support to mitigate the adverse consequences of the lockdowns.