• The Impact of COVID-19 on Children. UN Policy Briefs (United Nations, 2020).

  • Donnelly, R. & Patrinos, H. A. Learning loss during Covid-19: An early systematic review. Prospects (Paris) 51, 601–609 (2022).

  • Hammerstein, S., König, C., Dreisörner, T. & Frey, A. Effects of COVID-19-related school closures on student achievement: a systematic review. Front. Psychol. https://doi.org/10.3389/fpsyg.2021.746289 (2021).

  • Panagouli, E. et al. School performance among children and adolescents during COVID-19 pandemic: a systematic review. Children 8, 1134 (2021).

    Article 

    Google Scholar
     

  • Patrinos, H. A., Vegas, E. & Carter-Rau, R. An Analysis of COVID-19 Student Learning Loss (World Bank, 2022).

  • Zierer, K. Effects of pandemic-related school closures on pupils’ performance and learning in selected countries: a rapid review. Educ. Sci. 11, 252 (2021).

    Article 

    Google Scholar
     

  • König, C. & Frey, A. The impact of COVID-19-related school closures on student achievement: a meta-analysis. Educ. Meas. Issues Pract. 41, 16–22 (2022).

    Article 

    Google Scholar
     

  • Storey, N. & Zhang, Q. A meta-analysis of COVID learning loss. Preprint at EdArXiv (2021).

  • Sterne, J. A. et al. ROBINS-I: a tool for assessing risk of bias in non-randomised studies of interventions. BMJ https://doi.org/10.1136/bmj.i4919 (2016).

  • Azevedo, J. P., Hasan, A., Goldemberg, D., Iqbal, S. A. & Geven, K. Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates (World Bank, 2020).

  • Bloom, H. S., Hill, C. J., Black, A. R. & Lipsey, M. W. Performance trajectories and performance gaps as achievement effect-size benchmarks for educational interventions. J. Res. Educ. Effectiveness 1, 289–328 (2008).

    Article 

    Google Scholar
     

  • Hill, C. J., Bloom, H. S., Black, A. R. & Lipsey, M. W. Empirical benchmarks for interpreting effect sizes in research. Child Dev. Perspect. 2, 172–177 (2008).

    Article 

    Google Scholar
     

  • Belot, M. & Webbink, D. Do teacher strikes harm educational attainment of students? Labour 24, 391–406 (2010).

    Article 

    Google Scholar
     

  • Jaume, D. & Willén, A. The long-run effects of teacher strikes: evidence from Argentina. J. Labor Econ. 37, 1097–1139 (2019).

    Article 

    Google Scholar
     

  • Cygan-Rehm, K. Are there no wage returns to compulsory schooling in Germany? A reassessment. J. Appl. Econ. 37, 218–223 (2022).

    Article 

    Google Scholar
     

  • Ichino, A. & Winter-Ebmer, R. The long-run educational cost of World War II. J. Labor Econ. 22, 57–87 (2004).

    Article 

    Google Scholar
     

  • Cooper, H., Nye, B., Charlton, K., Lindsay, J. & Greathouse, S. The effects of summer vacation on achievement test scores: a narrative and meta-analytic review. Rev. Educ. Res. 66, 227–268 (1996).

    Article 

    Google Scholar
     

  • Allington, R. L. et al. Addressing summer reading setback among economically disadvantaged elementary students. Read. Psychol. 31, 411–427 (2010).

    Article 

    Google Scholar
     

  • Smith, W. C. Consequences of school closure on access to education: lessons from the 2013–2016 Ebola pandemic. Int. Rev. Educ. 67, 53–78 (2021).

    Article 

    Google Scholar
     

  • Andrabi, T., Daniels, B. & Das, J. Human capital accumulation and disasters: evidence from the Pakistan earthquake of 2005. J. Hum. Resour. https://doi.org/10.35489/BSG-RISE-WP_2020/039 (2021).

  • Parolin, Z. & Lee, E. K. Large socio-economic, geographic and demographic disparities exist in exposure to school closures. Nat. Hum. Behav. 5, 522–528 (2021).

    Article 

    Google Scholar
     

  • Goudeau, S., Sanrey, C., Stanczak, A., Manstead, A. & Darnon, C. Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap. Nat. Hum. Behav. 5, 1273–1281 (2021).

    Article 

    Google Scholar
     

  • Bailey, D. H., Duncan, G. J., Murnane, R. J. & Au Yeung, N. Achievement gaps in the wake of COVID-19. Educ. Researcher 50, 266–275 (2021).

    Article 

    Google Scholar
     

  • van de Werfhorst, H. G. Inequality in learning is a major concern after school closures. Proc. Natl Acad. Sci. USA https://doi.org/10.1073/pnas.2105243118 (2021).

  • Alexander, K. L., Entwisle, D. R. & Olson, L. S. Schools, achievement, and inequality: a seasonal perspective. Educ. Eval. Policy Anal. 23, 171–191 (2001).

    Article 

    Google Scholar
     

  • Aucejo, E. M. & Romano, T. F. Assessing the effect of school days and absences on test score performance. Econ. Educ. Rev. 55, 70–87 (2016).

    Article 

    Google Scholar
     

  • Gottfried, M. A. The detrimental effects of missing school: evidence from urban siblings. Am. J. Educ. 117, 147–182 (2011).

    Article 

    Google Scholar
     

  • Goodman, J. Flaking Out: Student Absences and Snow Days as Disruptions of Instructional Time (National Bureau of Economic Research, 2014).

  • Birkelund, J. F. & Karlson, K. B. No evidence of a major learning slide 14 months into the COVID-19 pandemic in Denmark. European Societies https://doi.org/10.1080/14616696.2022.2129085 (2022).

  • Angrist, N., Djankov, S., Goldberg, P. K. & Patrinos, H. A. Measuring human capital using global learning data. Nature 592, 403–408 (2021).

    Article 
    CAS 

    Google Scholar
     

  • Torche, F. in Social Mobility in Developing Countries: Concepts, Methods, and Determinants (eds Iversen, V., Krishna, A. & Sen, K.) 139–171 (Oxford Univ. Press, 2021).

  • World Development Report 2018: Learning to Realize Education’s Promise (World Bank, 2018).

  • Policy Brief: Education during COVID-19 and Beyond (United Nations, 2020).

  • One Year into COVID-19 Education Disruption: Where Do We Stand? (UNESCO, 2021).

  • Azevedo, J. P., Hasan, A., Goldemberg, D., Geven, K. & Iqbal, S. A. Simulating the potential impacts of COVID-19 school closures on schooling and learning outcomes: a set of global estimates. World Bank Res. Observer 36, 1–40 (2021).


    Google Scholar
     

  • Ardington, C., Wills, G. & Kotze, J. COVID-19 learning losses: early grade reading in South Africa. Int. J. Educ. Dev. 86, 102480 (2021).

    Article 

    Google Scholar
     

  • Hevia, F. J., Vergara-Lope, S., Velásquez-Durán, A. & Calderón, D. Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico. Int. J. Educ. Dev. 88, 102515 (2022).

    Article 

    Google Scholar
     

  • Lichand, G., Doria, C. A., Leal-Neto, O. & Fernandes, J. P. C. The impacts of remote learning in secondary education during the pandemic in Brazil. Nat. Hum. Behav. 6, 1079–1086 (2022).

    Article 

    Google Scholar
     

  • Major, L. E., Eyles, A., Machin, S. et al. Learning Loss since Lockdown: Variation across the Home Nations (Centre for Economic Performance, London School of Economics and Political Science, 2021).

  • Di Pietro, G., Biagi, F., Costa, P., Karpinski, Z. & Mazza, J. The Likely Impact of COVID-19 on Education: Reflections Based on the Existing Literature and Recent International Datasets (Publications Office of the European Union, 2020).

  • Fuchs-Schündeln, N., Krueger, D., Ludwig, A. & Popova, I. The Long-Term Distributional and Welfare Effects of COVID-19 School Closures (National Bureau of Economic Research, 2020).

  • Kaffenberger, M. Modelling the long-run learning impact of the COVID-19 learning shock: actions to (more than) mitigate loss. Int. J. Educ. Dev. 81, 102326 (2021).

    Article 

    Google Scholar
     

  • Attewell, P. & Newman, K. S. Growing Gaps: Educational Inequality around the World (Oxford Univ. Press, 2010).

  • Betthäuser, B. A., Kaiser, C. & Trinh, N. A. Regional variation in inequality of educational opportunity across europe. Socius https://doi.org/10.1177/23780231211019890 (2021).

  • Angrist, N. et al. Building back better to avert a learning catastrophe: estimating learning loss from covid-19 school shutdowns in africa and facilitating short-term and long-term learning recovery. Int. J. Educ. Dev. 84, 102397 (2021).

    Article 

    Google Scholar
     

  • Conley, D. & Johnson, T. Opinion: Past is future for the era of COVID-19 research in the social sciences. Proc. Natl Acad. Sci. USA https://doi.org/10.1073/pnas.2104155118 (2021).

  • Angrist, N., Bergman, P. & Matsheng, M. Experimental evidence on learning using low-tech when school is out. Nat. Hum. Behav. 6, 941–950 (2022).

    Article 

    Google Scholar
     

  • Lichand, G., Christen, J. & van Egeraat, E. Do Behavioral Nudges Work under Remote Learning? Evidence from Brazil during the Pandemic (Univ. Zurich, 2022).

  • Ouzzani, M., Hammady, H., Fedorowicz, Z. & Elmagarmid, A. Rayyan—a web and mobile app for systematic reviews. Syst. Rev. 5, 1–10 (2016).

    Article 

    Google Scholar
     

  • Tomasik, M. J., Helbling, L. A. & Moser, U. Educational gains of in-person vs. distance learning in primary and secondary schools: a natural experiment during the COVID-19 pandemic school closures in Switzerland. Int. J. Psychol. 56, 566–576 (2021).

    Article 

    Google Scholar
     

  • Eurybase: The Information Database on Education Systems in Europe (Eurydice, 2021).

  • Borenstein, M., Hedges, L. V., Higgins, J. P. & Rothstein, H. R. A basic introduction to fixed-effect and random-effects models for meta-analysis. Res. Synth. Methods 1, 97–111 (2010).

    Article 

    Google Scholar
     

  • Ogilvie, D. et al. The harvest plot: a method for synthesising evidence about the differential effects of interventions. BMC Med. Res. Methodol. 8, 1–7 (2008).

    Article 

    Google Scholar
     

  • Gore, J., Fray, L., Miller, A., Harris, J. & Taggart, W. The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study. Aust. Educ. Res. 48, 605–637 (2021).

    Article 

    Google Scholar
     

  • Gambi, L. & De Witte, K. The Resiliency of School Outcomes after the COVID-19 Pandemic: Standardised Test Scores and Inequality One Year after Long Term School Closures (FEB Research Report Department of Economics, 2021).

  • Maldonado, J. E. & De Witte, K. The effect of school closures on standardised student test outcomes. Br. Educ. Res. J. 48, 49–94 (2021).

    Article 

    Google Scholar
     

  • Vegas, E. COVID-19’s Impact on Learning Losses and Learning Inequality in Colombia (Center for Universal Education at Brookings, 2022).

  • Depping, D., Lücken, M., Musekamp, F. & Thonke, F. in Schule während der Corona-Pandemie. Neue Ergebnisse und Überblick über ein dynamisches Forschungsfeld (eds Fickermann, D. & Edelstein, B.) 51–79 (Münster & New York: Waxmann, 2021).

  • Ludewig, U. et al. Die COVID-19 Pandemie und Lesekompetenz von Viertklässler*innen: Ergebnisse der IFS-Schulpanelstudie 2016–2021 (Institut für Schulentwicklungsforschung, Univ. Dortmund, 2022).

  • Schult, J., Mahler, N., Fauth, B. & Lindner, M. A. Did students learn less during the COVID-19 pandemic? Reading and mathematics competencies before and after the first pandemic wave. Sch. Eff. Sch. Improv. https://doi.org/10.1080/09243453.2022.2061014 (2022).

  • Schult, J., Mahler, N., Fauth, B. & Lindner, M. A. Long-term consequences of repeated school closures during the COVID-19 pandemic for reading and mathematics competencies. Front. Educ. https://doi.org/10.3389/feduc.2022.867316 (2022).

  • Bazoli, N., Marzadro, S., Schizzerotto, A. & Vergolini, L. Learning Loss and Students’ Social Origins during the COVID-19 Pandemic in Italy (FBK-IRVAPP Working Papers 3, 2022).

  • Borgonovi, F. & Ferrara, A. The effects of COVID-19 on inequalities in educational achievement in Italy. Preprint at SSRN https://doi.org/10.2139/ssrn.4171968 (2022).

  • Contini, D., Di Tommaso, M. L., Muratori, C., Piazzalunga, D. & Schiavon, L. Who lost the most? Mathematics achievement during the COVID-19 pandemic. BE J. Econ. Anal. Policy 22, 399–408 (2022).

    Article 

    Google Scholar
     

  • Engzell, P., Frey, A. & Verhagen, M. D. Learning loss due to school closures during the COVID-19 pandemic. Proc. Natl Acad. Sci. USA https://doi.org/10.1073/pnas.2022376118 (2021).

  • Haelermans, C. Learning Growth and Inequality in Primary Education: Policy Lessons from the COVID-19 Crisis (The European Liberal Forum (ELF)-FORES, 2021).

  • Haelermans, C. et al. A Full Year COVID-19 Crisis with Interrupted Learning and Two School Closures: The Effects on Learning Growth and Inequality in Primary Education (Maastricht Univ., Research Centre for Education and the Labour Market (ROA), 2021).

  • Haelermans, C. et al. Sharp increase in inequality in education in times of the COVID-19-pandemic. PLoS ONE 17, e0261114 (2022).

    Article 
    CAS 

    Google Scholar
     

  • Schuurman, T. M., Henrichs, L. F., Schuurman, N. K., Polderdijk, S. & Hornstra, L. Learning loss in vulnerable student populations after the first COVID-19 school closure in the Netherlands. Scand. J. Educ. Res. https://doi.org/10.1080/00313831.2021.2006307 (2021).

  • Arenas, A. & Gortazar, L. Learning Loss One Year after School Closures (Esade Working Paper, 2022).

  • Hallin, A. E., Danielsson, H., Nordström, T. & Fälth, L. No learning loss in Sweden during the pandemic evidence from primary school reading assessments. Int. J. Educ. Res. 114, 102011 (2022).

    Article 

    Google Scholar
     

  • Blainey, K. & Hannay, T. The Impact of School Closures on Autumn 2020 Attainment (RS Assessment from Hodder Education and SchoolDash, 2021).

  • Blainey, K. & Hannay, T. The Impact of School Closures on Spring 2021 Attainment (RS Assessment from Hodder Education and SchoolDash, 2021).

  • Blainey, K. & Hannay, T. The Effects of Educational Disruption on Primary School Attainment in Summer 2021 (RS Assessment from Hodder Education and SchoolDash, 2021).

  • Understanding Progress in the 2020/21 Academic Year: Complete Findings from the Autumn Term (London: Department for Education, 2021).

  • Understanding Progress in the 2020/21 Academic Year: Initial Findings from the Spring Term (London: Department for Education, 2021).

  • Impact of COVID-19 on Attainment: Initial Analysis (Brentford: GL Assessment, 2021).

  • Rose, S. et al. Impact of School Closures and Subsequent Support Strategies on Attainment and Socio-emotional Wellbeing in Key Stage 1: Interim Paper 1 (National Foundation for Educational Research (NFER) and Education Endowment Foundation (EEF), 2021).

  • Rose, S. et al. Impact of School Closures and Subsequent Support Strategies on Attainment and Socio-emotional Wellbeing in Key Stage 1: Interim Paper 2 (National Foundation for Educational Research (NFER) and Education Endowment Foundation (EEF), 2021).

  • Weidmann, B. et al. COVID-19 Disruptions: Attainment Gaps and Primary School Responses (Education Endowment Foundation, 2021).

  • Bielinski, J., Brown, R. & Wagner, K. No Longer a Prediction: What New Data Tell Us About the Effects of 2020 Learning Disruptions (Illuminate Education, 2021).

  • Domingue, B. W., Hough, H. J., Lang, D. & Yeatman, J. Changing Patterns of Growth in Oral Reading Fluency During the COVID-19 Pandemic. PACE Working Paper (Policy Analysis for California Education, 2021).

  • Domingue, B. et al. The effect of COVID on oral reading fluency during the 2020–2021 academic year. AERA Open https://doi.org/10.1177/23328584221120254 (2022).

  • Kogan, V. & Lavertu, S. The COVID-19 Pandemic and Student Achievement on Ohio’s Third-Grade English Language Arts Assessment (Ohio State Univ., 2021).

  • Kogan, V. & Lavertu, S. How the COVID-19 Pandemic Affected Student Learning in Ohio: Analysis of Spring 2021 Ohio State Tests (Ohio State Univ., 2021).

  • Kozakowski, W., Gill, B., Lavallee, P., Burnett, A. & Ladinsky, J. Changes in Academic Achievement in Pittsburgh Public Schools during Remote Instruction in the COVID-19 Pandemic (Institute of Education Sciences (IES), US Department of Education, 2020).

  • Kuhfeld, M. & Lewis, K. Student Achievement in 2021–2022: Cause for Hope and Continued Urgency (NWEA, 2022).

  • Lewis, K., Kuhfeld, M., Ruzek, E. & McEachin, A. Learning during COVID-19: Reading and Math Achievement in the 2020–21 School Year (NWEA, 2021).

  • Locke, V. N., Patarapichayatham, C. & Lewis, S. Learning Loss in Reading and Math in US Schools Due to the COVID-19 Pandemic (Istation, 2021).

  • Pier, L., Christian, M., Tymeson, H. & Meyer, R. H. COVID-19 Impacts on Student Learning: Evidence from Interim Assessments in California. PACE Working Paper (Policy Analysis for California Education, 2021).

  • link

    By admin

    Leave a Reply

    Your email address will not be published. Required fields are marked *