This study examines how classroom assessment, teaching and learning, and measurement and interpretation of student growth have been affected by the sudden switch of schools to online instruction.
Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates
This paper presents simulations of the potential effect of COVID-19-related school closures on schooling and learning outcomes. It considers four scenarios—varying in both the duration of school closures and the effectiveness of any mitigation strategies being deployed by governments.
Changing Patterns of Growth in Oral Reading Fluency During the COVID19 Pandemic
This paper examines COVID’s effects on children’s reading ability during the pandemic in more than 100 U.S. school districts using data from an oral reading fluency (ORF) assessment.
Teachers go extra mile to connect with students in Ernakulam
In order to ensure the mental and academic well-being of students at home during the lockdown, the teachers of Ramamangalam High School in Ernakulam have started a new a programme called Karuthalum Kavalum.
Learning Loss During COVID-19: An Early Systematic Review
This systematic review aims to consolidate available data on learning loss and document what has currently been reported in the literature.
Impact of COVID-19 on Learning: Evidence from six Sub-Saharan African countries
This brief analyzes detailed household-level data from several rounds of panel phone surveys to understand the impacts of the COVID-19 pandemic on learning outcomes for six sub-Saharan African countries.
COVID Slide: Research on Learning Loss & Recommendations to Close the Gap
Using cohort data from the prior year, of the FastBridge aReading, aMath and CBMreading assessments in the U.S, this study tries to estimate typical learning losses from the spring to fall.
Modelling the long-run learning impact of the Covid-19 learning shock: Actions to (more than) mitigate loss
This paper uses a calibrated “pedagogical production function” model to estimate the potential long-term losses to children’s learning from the temporary shock of Covid-19 related school closures
Inequality in learning is a major concern after school closures
Using data from primary schools in The Netherlands and analyzing test scores on externally standardized tests, the study reports a learning loss of 3.16 percentiles on a composite index of math, reading, and spelling, an effect that varies in size by socioeconomic background and school composition.
Learning Loss and Educational Inequalities in Europe
This paper uses the latest large scale international student assessment data from before the pandemic, the TIMSS 2019, and applies simple descriptive analysis, regressions and logical deductions to map potential consequences of the Covid-19 crisis across Europe.