Publication: An Analysis of COVID-19 Student Learning Loss
Date
2022-05
ISSN
Published
2022-05
Author(s)
Abstract
COVID-19 caused significant
disruption to the global education system. Early reviews of
the first wave of lockdowns and school closures suggested
significant learning loss in a few countries. A more recent
and thorough analysis of recorded learning loss evidence
documented since the beginning of the school closures
between March 2020 and March 2022 finds even more evidence
of learning loss. Most studies observed increases in
inequality where certain demographics of students
experienced more significant learning losses than others.
But there are also outliers, countries that managed to limit
the amount of loss. This review aims to consolidate all the
available evidence and documents the empirical findings.
Thirty-six robust studies were identified, the majority of
which find learning losses on average amounting to 0.17 of a
standard deviation, equivalent to roughly a one-half year’s
worth of learning. These findings confirm that learning loss
is real and significant, even compared to the first year of
the pandemic. Further work is needed to increase the
quantity of studies produced, and to ascertain the reasons
for learning loss and in a few cases mitigation of loss.
Citation
“Patrinos, Harry Anthony; Vegas, Emiliana; Carter-Rau, Rohan. 2022. An Analysis of COVID-19 Student Learning Loss. Policy Research Working Paper;10033. © World Bank, Washington, DC. http://openknowledge.worldbank.org/entities/publication/ce21738f-72d5-55ac-9876-23ac39efffea License: CC BY 3.0 IGO.”
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