Publication:
Evaluation of Educational Loss in Europe and Central Asia

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dc.contributor.authorPatrinos, Harry Anthony
dc.contributor.authorGajderowicz, Tomasz
dc.date.accessioned2023-08-09T17:38:33Z
dc.date.available2023-08-09T17:38:33Z
dc.date.issued2023-08-09
dc.description.abstractTo what extent has the learning progress of school-aged children slowed during the COVID-19 pandemic? A pre-registered analysis of the first international assessment to be published since the pandemic is conducted to estimate the impact of COVID-19 on student reading. The effect of closures on achievement is modeled by predicting the deviation of the most recent results from a linear trend in reading achievement using data from all rounds using data from 28 countries in Europe and Central Asia. Reading scores declined by an average of 20 percent of a standard deviation, equivalent to just less than a year of schooling. Losses are significantly larger for students in schools that faced relatively longer closures. While there are no significant differences by sex, it is shown that lower-achieving students experienced much larger losses.en
dc.identifierhttp://documents.worldbank.org/curated/en/099532508082317537/IDU0dd8d4c3d07d0c0477a0993e0aabe17fd627e
dc.identifier.doi10.1596/1813-9450-10542
dc.identifier.urihttps://openknowledge.worldbank.org/handle/10986/40164
dc.languageEnglish
dc.language.isoen
dc.publisherWorld Bank, Washington, DC
dc.relation.ispartofseriesPolicy Research Working Papers; 10542
dc.rightsCC BY 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttps://creativecommons.org/licenses/by/3.0/igo/
dc.subjectCOVID-19 IMPACT
dc.subjectLEARNING LOSS
dc.subjectSTUDENT ACHIEVEMENT
dc.subjectLEARNING INEQUITY
dc.subjectLOW ACHIEVING STUDENTS
dc.subjectREADING ACHIEVEMENT LOSS
dc.titleEvaluation of Educational Loss in Europe and Central Asiaen
dc.typeWorking Paper
dspace.entity.typePublication
okr.crossref.titleEvaluation of Educational Loss in Europe and Central Asia
okr.date.disclosure2023-08-08
okr.date.lastmodified2023-08-08T00:00:00Zen
okr.doctypePolicy Research Working Paper
okr.doctypePublications & Research
okr.docurlhttp://documents.worldbank.org/curated/en/099532508082317537/IDU0dd8d4c3d07d0c0477a0993e0aabe17fd627e
okr.guid099532508082317537
okr.identifier.docmidIDU-dd8d4c3d-7d0c-477a-993e-aabe17fd627e
okr.identifier.doi10.1596/1813-9450-10542
okr.identifier.doihttp://dx.doi.org/10.1596/1813-9450-10542
okr.identifier.externaldocumentum34131766
okr.identifier.internaldocumentum34131766
okr.identifier.reportWPS10542
okr.import.id1427
okr.importedtrueen
okr.language.supporteden
okr.pdfurlhttp://documents.worldbank.org/curated/en/099532508082317537/pdf/IDU0dd8d4c3d07d0c0477a0993e0aabe17fd627e.pdfen
okr.region.administrativeEurope and Central Asia
okr.region.geographicalEurope and Central Asia
okr.topicEducation::Education Indicators and Statistics
okr.topicEducation::Primary Education
okr.topicHealth, Nutrition and Population::Mental Health
okr.unitEducation Director (HEDDR)
relation.isAuthorOfPublicationc9e7c391-9af8-566a-8bb3-cc917745467c
relation.isAuthorOfPublication.latestForDiscoveryc9e7c391-9af8-566a-8bb3-cc917745467c
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