Learning losses during the COVID-19 pandemic: Evidence from Mexico

Review Psychology, Biological

A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic

Bastian A. Betthaeuser et al.

Summary: This study, consisting of a meta-analysis of 42 studies, reveals that the learning progress of school-aged children has slowed down during the COVID-19 pandemic. The impact is more significant for children from low socio-economic backgrounds and in lower-income countries. Additionally, the learning deficit in mathematics is larger compared to reading.

NATURE HUMAN BEHAVIOUR (2023)

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Article Economics

The impact of the COVID-19 pandemic on children's learning and wellbeing: Evidence from India

Andrea Guariso et al.

Summary: We examined the impact of the COVID-19 pandemic and school closure on primary school children in Assam, India, focusing on their learning and mental wellbeing. Analyzing a comprehensive dataset that followed approximately 5000 children across 200 schools from 2018 to 2022, we found that students experienced significant learning loss during the pandemic, equivalent to nine months of learning in mathematics and eleven months in language. The children who lacked resources and parental support suffered the most. Regular practice, teacher interaction, and technology usage were associated with less learning loss. Interestingly, the children's psychological wellbeing improved during this period. Our research offers valuable insights for designing post-emergency programs.

JOURNAL OF DEVELOPMENT ECONOMICS (2023)

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Article Development Studies

Time use of youth during a pandemic: Evidence from Mexico

Cynthia Boruchowicz et al.

Summary: The study demonstrates significant impacts of the pandemic on the study and work time of adolescents aged 12 to 18. The decrease in study time is more pronounced than changes in work time. The findings highlight the need for policies to reduce dropout rates and mitigate the negative effects on learning among youth.

WORLD DEVELOPMENT (2022)

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Article Education & Educational Research

Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico

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)

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Article Medicine, General & Internal

Estimating excess mortality due to the COVID-19 pandemic: a systematic analysis of COVID-19-related mortality, 2020-21

Haidong Wang et al.

Summary: This study estimated excess mortality from the COVID-19 pandemic in 191 countries and territories, as well as 252 subnational units in selected countries from Jan 1, 2020, to Dec 31, 2021. The findings showed that globally, there were 18.2 million excess deaths due to the COVID-19 pandemic during this period. The highest excess mortality rates were observed in countries such as India, the USA, Russia, Mexico, Brazil, Indonesia, and Pakistan.

LANCET (2022)

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Article Psychology, Biological

The impacts of remote learning in secondary education during the pandemic in Brazil

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)

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Article Economics

Full-time schools, policy-induced school switching, and academic performance

Maria Padilla-Romo

Summary: This study examines the impact of Mexico's full-time schools program on student math and language test scores. The results indicate that full-time schooling has a significant positive effect on students' math and language test scores, and this effect persists for five years after implementation.

JOURNAL OF ECONOMIC BEHAVIOR & ORGANIZATION (2022)

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Article Education & Educational Research

COVID-19 learning losses: Early grade reading in South Africa

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)

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Article Education & Educational Research