From COVID-19 Learning Loss to Learning Recovery (News and Research 223)

A teacher in Finland prepares his classroom for socially-distant learning.

Experts Discuss Strategies for Post-COVID Learning Recovery in Kazakhstan | The potential learning loss from school closures during the COVID-19 pandemic and new approaches to learning recovery in Kazakhstan were key topics of a discussion held today. The virtual discussion was organized by the World Bank, United Nations Children’s Fund (UNICEF), United Nations Educational, Scientific and Cultural Organization (UNESCO), and World Health Organization (WHO), jointly with the Ministry of Education and Science of the Republic of Kazakhstan…

Scale Up Tutoring to Combat COVID-19 Learning Loss for Disadvantaged Students | One solution to the learning loss associated with COVID-19 school closures is tutoring. Philip Oreopoulos and colleagues analyzed 96 randomized evaluations of different tutoring models and found that 80 percent of the studies led to markedly improved outcomes, with more than half of the studies reporting large gains as a result of these programs. In education research, such consensus is a rarity, and the consistency and magnitude of the results are both remarkable and encouraging. In Chicago, for example, a two-on-one high school tutoring program empowered students to learn one to two years ahead in math, compared with what they would typically learn in a school year…

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 | Using data from a computer‐based formative feedback system, learning gains in the 8 weeks of school closures related to the COVID‐19 pandemic in Switzerland with learning gains in the 8 weeks before these school closures, are analyzed. While secondary school pupils remain largely unaffected by the school closures in terms of learning gains, for primary school pupils learning slows down and at the same time interindividual variance in learning gains increases. Distance learning arrangements seem an effective means to substitute for in‐person learning, at least in an emergency situation, but not all pupils benefit to the same degree…

Five Million Assessments Reveal COVID Educational Slide | Reading performance: Student achievement in reading was, on average, only a single percentile point below where it should have been in a normal school year. Math performance: Math achievement has been significantly more affected by learning disruptions, falling on average seven percentile points. Student growth: Students grew more slowly from 2019 to 2020. In a typical year, the median student growth percentile (SGP) on Star Assessments sits at the midpoint of approximately 50. This year, the median growth percentile for reading was 45 and for math just 35. Learning loss: Translated into terms of instructional time, students in grades 4–7 will need on average 4–7 weeks to catch up in reading, while grades 1–3 and 8 were already on track. Students in grades 5 and 6 were more than 12 weeks behind beginning-of-year expectations in math, and students in grades 2, 3, 4, 7, and 8 would need 4–11 weeks to meet the expectations for the beginning of a typical school year…

Exclusive: Tests reveal ‘dramatic’ GCSE learning loss | Mocks and catch-up assessments reveal the extent to which exam students are behind after lockdown, say headteachers…

Learning Loss in Kazakhstan: 11% reduction in knowledge, according to Gulmira Karimova, Head of North Kazakhstan regional education authority

Learning loss in Houston, Texas: 42 percent of students failed two or more classes in the first grading period, compared to 11 percent in a normal year.

Learning loss in Chicago: 13 percent of high school students failed math in the fall quarter, compared to 9.5 percent last fall.

Learning loss in San Antonio, Texas: share of students failing at least one course in the first grading period increased from 8 percent last year to roughly 25 percent.

Learning loss in Fairfax County Public Schools, Virginia: the percentage of middle school and high school students earning F’s in at least two classes had jumped from 6 percent in the first quarter a year ago to 11 percent this year.

A class apart – As schools reopen, how can pupils make up for lost time?

Measuring financial literacy with a Situational Judgement Test: do some groups really perform worse or is it the measuring instrument? | Due to current trends in society and economy, financial literacy is often considered as an important twenty-first century skill… Some studies also show that some groups perform particularly poorly (e.g. women, persons with migration background and/or low level of education)… One explanation for performance gaps in financial literacy might be that differences in test scores could also be evoked by the test instruments itself and may thus, at least in part, be interpreted as testing bias…