scholarly journals Potential effects of COVID-19 school closures on foundational skills and Country responses for mitigating learning loss

2021 ◽  
Vol 87 ◽  
pp. 102434
Author(s):  
Carolina Alban Conto ◽  
Spogmai Akseer ◽  
Thomas Dreesen ◽  
Akito Kamei ◽  
Suguru Mizunoya ◽  
...  
Keyword(s):  
Learning Loss ◽  
School Closures ◽  
Foundational Skills

scholarly journals Learning loss due to school closures during the COVID-19 pandemic

2021 ◽  
Vol 118 (17) ◽  
pp. e2022376118 ◽  
Author(s):  
Per Engzell ◽  
Arun Frey ◽  
Mark D. Verhagen
Keyword(s):  
The Netherlands ◽  
Fixed Effects ◽  
School Funding ◽  
Learning Loss ◽  
School Closures ◽  
Cumulative Impact ◽  
School Year ◽  
Before And After ◽  
Face To Face Instruction ◽  
Rich Data

Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for students’ learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from The Netherlands (n ≈ 350,000). We use the fact that national examinations took place before and after lockdown and compare progress during this period to the same period in the 3 previous years. The Netherlands underwent only a relatively short lockdown (8 wk) and features an equitable system of school funding and the world’s highest rate of broadband access. Still, our results reveal a learning loss of about 3 percentile points or 0.08 standard deviations. The effect is equivalent to one-fifth of a school year, the same period that schools remained closed. Losses are up to 60% larger among students from less-educated homes, confirming worries about the uneven toll of the pandemic on children and families. Investigating mechanisms, we find that most of the effect reflects the cumulative impact of knowledge learned rather than transitory influences on the day of testing. Results remain robust when balancing on the estimated propensity of treatment and using maximum-entropy weights or with fixed-effects specifications that compare students within the same school and family. The findings imply that students made little or no progress while learning from home and suggest losses even larger in countries with weaker infrastructure or longer school closures.

The Contribution of Lev Vladimirovich Shcherba to the methodology of teaching foreign languages.

2021 ◽  
Vol 58 (1) ◽  
pp. 2082-2089
Author(s):  
Yuldasheva Dilshoda Musaevna
Keyword(s):  
Teaching And Learning ◽  
Educational Aspirations ◽  
Current Debate ◽  
Professional Lives ◽  
Distance Teaching ◽  
Learning Loss ◽  
School Closures ◽  
Policy Makers ◽  
Time Distance ◽  
Long Term Impact

The coronavirus pandemic has spread globally, upending the personal and professional lives of millions of people, including students, educators, and education researchers. At all levels of education, instructors, institution leaders, and policy makers are facing an unprecedented challenge, trying to ensure that high quality and equitable teaching and learning continues under rapidly changing and unpredictable conditions. During this time, distance-learning solutions were implemented to ensure education continuity, and much of the current debate focuses on how much students have learnt during school closures. However, while this potential learning loss may only be temporary, other elements that happen in the absence of traditional schooling, such as the curbing of educational aspirations or the disengagement from the school system, will have a long-term impact on students’ outcomes, thus distance- teaching has also faced rapid changes. For educators to turn traditional classes into video classes was also unexpected. But still  the methodology that was used in offline classes also was the good aid in online classes but a little bit limited. For example excluding teachers physical presence, kinesthetic learning and etc.    

scholarly journals Did Students Learn Less During the COVID-19 Pandemic? Reading and Mathematics Competencies Before and After the First Pandemic Wave

2021 ◽  
Author(s):  
Johannes Schult ◽  
Nicole Mahler ◽  
Benjamin Fauth ◽  
Marlit Annalena Lindner
Keyword(s):  
Large Scale ◽  
Learning Loss ◽  
School Closures ◽  
Large Scale Assessment ◽  
Low Achieving Students ◽  
Before And After ◽  
And Mathematics ◽  
Future Education ◽  
Regular Classes ◽  
Reading And Mathematics

The first wave of the COVID-19 pandemic disrupted regular classes in spring 2020. Temporary school closures supposedly led to a considerable learning loss, particularly for low-achieving students. Schools in Baden-Württemberg, Germany, were closed for two months. Although distance learning was implemented, students spent less time learning. Additionally, teachers were faced with organizational and technological challenges of remote learning environments. The present study investigates the competencies of fifth-graders, using large-scale assessment results in reading and mathematics from annual mandatory tests in September (each n > 80,000). In line with studies from other countries, competence scores were slightly lower in 2020 compared with the three previous years (–0.07 standard deviations for reading comprehension, –0.09 for operations, and –0.03 for numbers). Low-achieving readers managed to attain pre-pandemic competence levels. On the other hand, low-achieving students seem to have a learning backlog regarding mathematics competencies (such as operations) that deserves attention in future education.

scholarly journals Learning loss among adolescent girls during the COVID-19 pandemic in rural Bangladesh

2021 ◽  
Keyword(s):  
Adolescent Girls ◽  
Considerable Progress ◽  
Learning Loss ◽  
Gender Gaps ◽  
School Closures ◽  
Rural Bangladesh

Poor learning remains a central challenge in Bangladesh despite considerable progress in advancing schooling access and reducing gender gaps in education. The learning crisis is feared to have been exacerbated during extended school closures and limited alternative opportunities for schooling during the COVID-19 pandemic. This brief summarizes findings on learning loss among adolescent girls during the pandemic in rural Bangladesh.

A Meta-analysis of COVID Learning Loss

2021 ◽  
Author(s):  
Nathan Storey ◽  
Qiyang Zhang
Keyword(s):  
Meta Analysis ◽  
Research Synthesis ◽  
Global Scale ◽  
Academic Learning ◽  
Learning Loss ◽  
School Closures

COVID-19-related school closures disrupted students’ academic learning on a global scale. With increasing evidence calculating the extent of real COVID learning loss, no research synthesis has attempted to compile findings from different studies. To fill this gap in the literature, our interim findings illustrate that the learning loss is real and significant compared to previous school years, and provide a basis for refining the research on COVID learning loss.

What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania

2021 ◽  
Author(s):  
Shardul Oza ◽  
Jacobus Cilliers
Keyword(s):  
Primary Care ◽  
Primary Schools ◽  
Family Farm ◽  
Learning Loss ◽  
School Closures ◽  
Parent Survey ◽  
Care Givers ◽  
Learning Content ◽  
The Family ◽  
The Government

In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.

scholarly journals Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement

2020 ◽  
Vol 49 (8) ◽  
pp. 549-565 ◽  
Author(s):  
Megan Kuhfeld ◽  
James Soland ◽  
Beth Tarasawa ◽  
Angela Johnson ◽  
Erik Ruzek ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Returning Students ◽  
Learning Gains ◽  
Learning Loss ◽  
School Closures ◽  
Summer Learning ◽  
School Year ◽  
Learning Patterns ◽  
Potential Impact ◽  
Typical School

As the COVID-19 pandemic upended the 2019–2020 school year, education systems scrambled to meet the needs of students and families with little available data on how school closures may impact learning. In this study, we produced a series of projections of COVID-19-related learning loss based on (a) estimates from absenteeism literature and (b) analyses of summer learning patterns of 5 million students. Under our projections, returning students are expected to start fall 2020 with approximately 63 to 68% of the learning gains in reading and 37 to 50% of the learning gains in mathematics relative to a typical school year. However, we project that losing ground during the school closures was not universal, with the top third of students potentially making gains in reading.

scholarly journals No causal effect of school closures in Japan on the spread of COVID-19 in spring 2020

2021 ◽  
Author(s):  
Kentaro Fukumoto ◽  
Charles T. McClean ◽  
Kuninori Nakagawa
Keyword(s):  
Severe Acute Respiratory Syndrome ◽  
Causal Inference ◽  
Causal Effect ◽  
Negative Consequences ◽  
Learning Loss ◽  
School Closures ◽  
Null Results ◽  
Children And Parents ◽  
Community Transmission ◽  
Pharmaceutical Interventions

AbstractAmong tool kits to combat the coronavirus disease 2019 (COVID-19), caused by severe acute respiratory syndrome coronavirus 2, school closures are one of the most frequent non-pharmaceutical interventions. However, school closures bring about substantial costs, such as learning loss. To date, studies have not reached a consensus about the effectiveness of these policies at mitigating community transmission, partly because they lack rigorous causal inference. Here we assess the causal effect of school closures in Japan on reducing the spread of COVID-19 in spring 2020. By matching each municipality with open schools to a municipality with closed schools that is the most similar in terms of potential confounders, we can estimate how many cases the municipality with open schools would have had if it had closed its schools. We do not find any evidence that school closures in Japan reduced the spread of COVID-19. Our null results suggest that policies on school closures should be reexamined given the potential negative consequences for children and parents.

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