An Analysis of COVID-19 Student Learning Loss
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...
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World Bank, Washington, DC
2022
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| Online Access: | http://documents.worldbank.org/curated/en/099720405042223104/IDU00f3f0ca808cde0497e0b88c01fa07f15bef0 http://hdl.handle.net/10986/37400 |
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okr-10986-374002022-05-06T05:10:34Z An Analysis of COVID-19 Student Learning Loss Patrinos, Harry Anthony Vegas, Emiliana Carter-Rau, Rohan COVID-19 STUDENT LEARNING LOSS EDUCATION DISRUPTION EDUCATIONAL INEQUALITY SCHOOL LOCKDOWNS PANDEMIC EDUCATION IMPACT EDUCATION SYSTEMATIC EDUCATION REVIEW REMOTE LEARNING QUALITY HUMAN CAPITAL ACCUMULATION CORONAVIRUS IMPACT ON LEARNING LEARNING INEQUALITY 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. 2022-05-05T18:47:54Z 2022-05-05T18:47:54Z 2022-05 Working Paper http://documents.worldbank.org/curated/en/099720405042223104/IDU00f3f0ca808cde0497e0b88c01fa07f15bef0 http://hdl.handle.net/10986/37400 English Policy Research Working Paper;10033 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Policy Research Working Paper Publications & Research |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
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World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
COVID-19 STUDENT LEARNING LOSS EDUCATION DISRUPTION EDUCATIONAL INEQUALITY SCHOOL LOCKDOWNS PANDEMIC EDUCATION IMPACT EDUCATION SYSTEMATIC EDUCATION REVIEW REMOTE LEARNING QUALITY HUMAN CAPITAL ACCUMULATION CORONAVIRUS IMPACT ON LEARNING LEARNING INEQUALITY |
| spellingShingle |
COVID-19 STUDENT LEARNING LOSS EDUCATION DISRUPTION EDUCATIONAL INEQUALITY SCHOOL LOCKDOWNS PANDEMIC EDUCATION IMPACT EDUCATION SYSTEMATIC EDUCATION REVIEW REMOTE LEARNING QUALITY HUMAN CAPITAL ACCUMULATION CORONAVIRUS IMPACT ON LEARNING LEARNING INEQUALITY Patrinos, Harry Anthony Vegas, Emiliana Carter-Rau, Rohan An Analysis of COVID-19 Student Learning Loss |
| relation |
Policy Research Working Paper;10033 |
| description |
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. |
| format |
Working Paper |
| author |
Patrinos, Harry Anthony Vegas, Emiliana Carter-Rau, Rohan |
| author_facet |
Patrinos, Harry Anthony Vegas, Emiliana Carter-Rau, Rohan |
| author_sort |
Patrinos, Harry Anthony |
| title |
An Analysis of COVID-19 Student Learning Loss |
| title_short |
An Analysis of COVID-19 Student Learning Loss |
| title_full |
An Analysis of COVID-19 Student Learning Loss |
| title_fullStr |
An Analysis of COVID-19 Student Learning Loss |
| title_full_unstemmed |
An Analysis of COVID-19 Student Learning Loss |
| title_sort |
analysis of covid-19 student learning loss |
| publisher |
World Bank, Washington, DC |
| publishDate |
2022 |
| url |
http://documents.worldbank.org/curated/en/099720405042223104/IDU00f3f0ca808cde0497e0b88c01fa07f15bef0 http://hdl.handle.net/10986/37400 |
| _version_ |
1764487101813882880 |