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Article
Education & Educational Research
Tessa M. Schuurman et al.
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.
SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH
(2023)
Article
Sociology
Jesper Fels Birkelund et al.
Summary: This study examines the impact of the COVID-19 pandemic on children's academic performance in Denmark after 14 months. The findings suggest that there is no significant learning loss, and in some cases, students showed improvement. The length of school closures seemed to play a role, with older children experiencing longer closures. Surprisingly, there was no evidence of widening learning gaps based on family background.
EUROPEAN SOCIETIES
(2023)
Article
Economics
Kamila Cygan-Rehm
Summary: This study replicates and challenges the findings of Pischke and von Wachter on zero wage returns to compulsory schooling in Germany. The results show that their estimates are sensitive to minor changes in sample restrictions and model specifications, potentially confounded by previously unconsidered institutional details. This calls into question the conclusion that compulsory schooling in Germany yields no wage returns.
JOURNAL OF APPLIED ECONOMETRICS
(2022)
Article
Education & Educational Research
Joana Elisa Maldonado et al.
Summary: School closures in 2020 due to the COVID-19 crisis resulted in significant learning losses in mathematics and Dutch for students in the Flemish region of Belgium, with inequality within and across schools increasing.
BRITISH EDUCATIONAL RESEARCH JOURNAL
(2022)
Article
Multidisciplinary Sciences
Carla Haelermans et al.
Summary: The COVID-19 pandemic has worsened educational inequality, with school closures and distance learning disproportionately affecting children from lower-educated and poorer families. A study in the Netherlands found significant disparities in learning loss based on parental education and income, highlighting the need for targeted interventions for vulnerable students.
Article
Education & Educational Research
Felipe J. Hevia et al.
Summary: Evidence shows learning loss due to the COVID-19 pandemic in Mexico, specifically in reading and numeracy. Disparities in learning outcomes by gender and socio-economic status have increased. Urgent action is needed to develop a clear strategy for personalized diagnoses and remedial courses to address the learning loss.
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT
(2022)
Article
Education & Educational Research
Christoph Koenig et al.
Summary: COVID-19 has led to the closure of schools worldwide and the adoption of remote learning. This article presents a meta-analysis of the average impact of COVID-19-related school closures on students, revealing a significant negative effect. Younger students were more affected compared to older students, and the negative impact decreased with continued lockdowns.
EDUCATIONAL MEASUREMENT-ISSUES AND PRACTICE
(2022)
Article
Psychology, Biological
Guilherme Lichand et al.
Summary: Using a differences-in-differences approach, the study estimates the effects of remote learning in Sao Paulo, Brazil during the pandemic. The findings suggest that middle- and high-school students learned only 27.5% of the in-person equivalent and that dropout risk increased by 365%. Partially resuming in-person classes increased test scores by 20% relative to the control group.
NATURE HUMAN BEHAVIOUR
(2022)
Article
Education & Educational Research
Johannes Schult et al.
Summary: The COVID-19 pandemic disrupted classes in spring 2020 and led to a significant learning loss for students, particularly those with lower achievement. Remote learning environments presented challenges for teachers, and students had less time for learning. A study on fifth graders in Baden-Wurttemberg, Germany revealed slightly lower competence scores in 2020 compared to previous years, especially in reading and mathematics. Low-achieving students in mathematics seem to have a learning backlog that requires attention in future education.
SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT
(2022)
Article
Economics
Dalit Contini et al.
Summary: This article estimates the impact of school closures during the COVID-19 pandemic on the math skills of primary school children in Italy. Using longitudinal data from the province of Torino, the study finds that the pandemic had a significant negative effect on students' math performance, particularly for girls and high-achieving children of low-educated parents. Additionally, schools with a disadvantaged social composition were most severely affected.
B E JOURNAL OF ECONOMIC ANALYSIS & POLICY
(2022)
Article
Psychology, Biological
Noam Angrist et al.
Summary: This study provides evidence of effective distance education using 'low-tech' mobile phone approaches during school disruptions. Weekly phone tutoring and SMS messages improved learning outcomes cost-effectively.
NATURE HUMAN BEHAVIOUR
(2022)
Article
Education & Educational Research
Benjamin W. Domingue et al.
Summary: This article examines the impact of COVID on students' reading ability. Using data from an oral reading fluency assessment, it is found that students experienced slower growth in reading ability during the first 200 days of the 2020-2021 school year compared to pre-pandemic years. Slower growth was also observed in districts with a high percentage of English language learners and/or students eligible for free and reduced-price lunch.
Article
Education & Educational Research
Anna Eva Hallin et al.
Summary: The study analyzed reading assessment data from Swedish primary school students and found that there was no decrease in word decoding and reading comprehension scores during the COVID-19 pandemic. Students from low socio-economic backgrounds were not particularly affected, and the proportion of students with weak decoding skills did not increase. The study concludes that open schools benefitted Swedish primary school students.
INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH
(2022)
Article
Education & Educational Research
Johannes Schult et al.
Summary: School closures during the COVID-19 pandemic had a negative impact on students' learning gains. In Germany, two additional waves of the pandemic resulted in more school closures and periods of remote learning. This study examined the academic achievement of fifth-graders in Baden-Wurttemberg before and during the pandemic, using large-scale educational assessments in reading and mathematics. The findings showed that the downward trend in learning levels observed after the first wave of the pandemic halted in reading and continued at a slower rate in mathematical operations. However, there was a partial rebound in mathematical achievements to pre-pandemic levels. Longer school closures were associated with greater learning losses, particularly for low-achieving students and schools with less socio-cultural capital. The results suggest that most teachers and students successfully adapted to the pandemic situation in 2021, but disadvantaged student groups are at risk of further learning losses. Additional support should be provided to compensate for the loss of learning opportunities in the classroom.
FRONTIERS IN EDUCATION
(2022)
Review
Psychology, Multidisciplinary
Svenja Hammerstein et al.
Summary: The study found that school closures due to COVID-19 had a negative impact on student achievement, especially for younger students and those from low socioeconomic status families. Certain measures were identified that may help alleviate these negative effects. The implications of these findings for national educational policies during future school closures are discussed.
FRONTIERS IN PSYCHOLOGY
(2021)
Article
Education & Educational Research
Noam Angrist et al.
Summary: Data from Ethiopia, Kenya, Liberia, Tanzania, and Uganda indicates that the COVID-19 pandemic has caused over half a year's worth of learning loss. Modelling shows that learning deficits in grade 3 students could lead to 2.8 years of lost learning by grade 10. Bold reform in targeted instruction and structured pedagogy could improve learning outcomes even beyond pre-COVID-19 levels.
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT
(2021)
Article
Multidisciplinary Sciences
Noam Angrist et al.
Summary: Human capital is a critical component of economic development, and comparable global learning metrics are essential for understanding and tracking its formation. The use of international achievement tests, primarily in developed countries, limits analysis of learning patterns in developing countries. Research shows limited global progress in learning, with human capital playing a significant role in explaining income differences across countries. Additionally, considerable heterogeneity exists among income groupings across countries and regions, underscoring the importance of including countries at various stages of economic development in analysis. Our database provides a measure of human capital more closely associated with economic growth than current measures included in existing tables and indexes.
Review
Psychology, Biological
Sebastien Goudeau et al.
Summary: The COVID-19 pandemic has led to a shift in education towards distance learning, with teachers and parents playing crucial roles in facilitating this transition. However, this shift has exacerbated social class academic disparities, highlighting the need for further research and recommendations to address the impact of distance learning on educational inequality based on social class.
NATURE HUMAN BEHAVIOUR
(2021)
Review
Pediatrics
Eleni Panagouli et al.
Summary: The impact of online learning during the pandemic on students' academic performance varies, with some experiencing learning losses and others benefiting, especially in mathematics. Younger students and those with neurodevelopmental disorders or special education needs seem to be more affected.
Article
Multidisciplinary Sciences
Per Engzell et al.
Summary: School closures during the pandemic in the Netherlands led to a learning loss of about 3 percentile points or 0.08 standard deviations for primary school students, with a larger impact on students from less-educated homes. The study suggests that the effect is due to the cumulative impact of learned knowledge rather than temporary influences.
PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA
(2021)
Editorial Material
Multidisciplinary Sciences
Dalton Conley et al.
PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA
(2021)
Editorial Material
Multidisciplinary Sciences
Herman G. van de Werfhorst
PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA
(2021)
Article
Education & Educational Research
Cally Ardington et al.
Summary: This paper examines short-term learning losses in reading for grade 2 and 4 students from under-resourced school contexts in South Africa. It finds that students in 2020 lost between 57% and 81% of a year of learning relative to their prepandemic peers. Mitigating these learning losses will require a significant pivot of the education system to optimize learning.
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT
(2021)
Article
Psychology, Biological
Zachary Parolin et al.
Summary: School closures during September to December 2020 were more common in schools with lower math scores and higher proportions of students from racial/ethnic minorities, homelessness, limited English proficiency, and eligibility for free/reduced-price school lunches, indicating potential rising inequalities in learning outcomes.
NATURE HUMAN BEHAVIOUR
(2021)
Article
Robin Donnelly et al.
Review
Education & Educational Research
Klaus Zierer
Summary: The global coronavirus pandemic has led to school closures worldwide, with many children and young people shifting to distance learning. A rapid review in five countries has shown that these measures have had an impact on students' learning performance.
EDUCATION SCIENCES
(2021)
Article
Education & Educational Research
Drew H. Bailey et al.
Summary: A survey of education researchers conducted in November 2020 forecasts an increase in achievement gaps between low- and high-income students in U.S elementary schools due to COVID-related disruptions. Researcher predictions show a consensus that the gaps will grow in both math and reading achievement in 2021 and 2022.
EDUCATIONAL RESEARCHER
(2021)
Article
Education & Educational Research
William C. Smith
Summary: The impact of school closures during both the COVID-19 and Ebola pandemics on children's education has drawn attention. While short-term measures such as remote learning have been taken to keep students engaged, it is crucial to provide comprehensive financial support packages to the most vulnerable groups to minimize post-pandemic inequality.
INTERNATIONAL REVIEW OF EDUCATION
(2021)
Article
Education & Educational Research
Jennifer Gore et al.
Summary: The study found that overall academic performance of students in New South Wales, Australia was not significantly impacted during the COVID-19 pandemic, but there were some students in schools with lower ICSEA indices who showed less growth in mathematics. Most students achieved as expected academically, thanks to the dedicated work of teachers to ensure learning was not compromised despite challenging circumstances.
AUSTRALIAN EDUCATIONAL RESEARCHER
(2021)
Article
Psychology, Multidisciplinary
Martin J. Tomasik et al.
Summary: The study found that during the COVID-19 pandemic in Switzerland, primary school students experienced a slowdown in learning pace and an increase in interindividual variance in learning gains, while secondary school students were less affected in terms of learning gains. Distance learning arrangements appear to be an effective substitute for in-person learning in emergency situations, but not all students benefit equally.
INTERNATIONAL JOURNAL OF PSYCHOLOGY
(2021)
Article
Education & Educational Research
Michelle Kaffenberger
Summary: This paper estimates the potential long-term losses to children's learning from Covid-19 related school closures using a calibrated pedagogical production function model, and models possible gains from two mitigation strategies. It suggests that remediation measures combined with curriculum adjustment can fully mitigate the long-term learning loss and surpass learning levels in the counterfactual of no shock. Systems need to plan for remediation programmes early and ensure they have lasting benefits beyond the immediate reopening period.
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT
(2021)
Article
Economics
David Jaume et al.
JOURNAL OF LABOR ECONOMICS
(2019)
Article
Medicine, General & Internal
Jonathan A. C. Sterne et al.
BMJ-BRITISH MEDICAL JOURNAL
(2016)
Article
Medicine, General & Internal
Jonathan A. C. Sterne et al.
BMJ-BRITISH MEDICAL JOURNAL
(2016)
Review
Medicine, General & Internal
Mourad Ouzzani et al.
SYSTEMATIC REVIEWS
(2016)
Article
Economics
Esteban M. Aucejo et al.
ECONOMICS OF EDUCATION REVIEW
(2016)
Article
Education & Educational Research
Michael A. Gottfried
AMERICAN JOURNAL OF EDUCATION
(2011)
Article
Mathematical & Computational Biology
Michael Borenstein et al.
RESEARCH SYNTHESIS METHODS
(2010)
Article
Industrial Relations & Labor
Michele Belot et al.
Article
Psychology, Educational
Richard L. Allington et al.
READING PSYCHOLOGY
(2010)
Article
Health Care Sciences & Services
David Ogilvie et al.
BMC MEDICAL RESEARCH METHODOLOGY
(2008)
Article
Psychology, Developmental
Carolyn J. Hill et al.
CHILD DEVELOPMENT PERSPECTIVES
(2008)
Article
Economics
A Ichino et al.
JOURNAL OF LABOR ECONOMICS
(2004)
Article
Education & Educational Research
KL Alexander et al.
EDUCATIONAL EVALUATION AND POLICY ANALYSIS
(2001)
