The Learning Crisis: Three Years after COVID-19

The recently released results of TIMSS 2023 reveal significant variations in student performance across and within countries, with disparities strongly influenced by gender and family background.

A recent study by researchers from Denmark, Germany, Poland, and the United States analyzed this new data alongside findings from previous cycles highlights a global learning crisis. For two decades before the COVID-19 pandemic, student achievement in mathematics and science showed steady improvement worldwide, despite some regional and national differences. However, this positive trend was disrupted in 2023, with global averages even reversing across countries.

What Caused the Learning Crisis?

The COVID-19 pandemic brought unprecedented disruptions to education worldwide. School closures, aimed at curbing virus transmission, affected over one billion children, and led to significant learning losses, particularly in mathematics and science. The duration of school closures varied greatly across countries, ranging from a few weeks to over a year, and these differences are strongly associated with deviations from pre-pandemic achievement trends.

Key Findings:

• Global Achievement Decline: On average, student achievement in mathematics and science fell by 0.11 standard deviations compared to pre-pandemic trends, reflecting the lasting impact of the pandemic on education.

• Disadvantaged Students Hit Hardest: Low performers, girls, and language minorities were disproportionately affected, exacerbating existing educational inequalities. the effect sizes are up to twice as large for vulnerable students (0.22 standard deviations).

• Regional Variations: Countries with prolonged school closures experienced the most significant learning losses, especially in regions with limited access to remote learning tools and resources.

Significance of Findings:

These results underscore the urgent need for targeted interventions to address the lingering effects of school closures. The study’s authors warn that without swift action, the educational disparities revealed by the pandemic could have long-term consequences for global education systems.

One of the most troubling findings of the study is the growing gap between boys and girls. Over recent decades, education has focused on girls’ engagement with mathematics and science. Now, we are witnessing a reversal of this progress, raising concerns that fewer girls may choose careers in these fields in the future. This represents a serious loss of potential.

This study provides policymakers, researchers, and stakeholders with a valuable longitudinal perspective on the pandemic’s impact on learning. It emphasizes the need to build more resilient education systems capable of withstanding future disruptions.

TIMSS data show that in countries with prolonged school closures, achievement levels are often lower than expected. The data not only reveals the scale of learning losses but also highlights the vulnerabilities of disadvantaged students, making it clear that equitable recovery efforts are essential to ensuring all students can thrive in the post-pandemic era.

Recommendations:

The findings from TIMSS 2023 underscore the urgent need for focused recovery efforts, particularly for the most vulnerable students. Policymakers must prioritize recovery strategies that address these learning gaps and work towards reducing inequalities. The key to overcoming this crisis lies in targeted, equitable interventions that support the most vulnerable students. Whether through remedial education programs, improvements in online learning infrastructure, or more inclusive educational policies, there is a clear need for action. The road to recovery will be long, but with focused effort, the educational setbacks of the pandemic can be mitigated.

The findings call for urgent action:

• Targeted Support: Programs designed to help disadvantaged students who experienced the most significant setbacks.

• Recovery Policies: National and international collaboration to implement strategies that mitigate learning losses and promote equity in education.

• Preparedness for Future Disruptions: Investments in robust remote learning infrastructure to better equip schools for challenges like pandemics or other crises.

The study was conducted by researchers from Aarhus University, University of Arkansas, University of Warsaw, and researchers from the IEA. Find the paper containing the full findings here.

Recommended citation:

Gajderowicz, T., Jakubowski, M., Kennedy, A., Kjeldsen, C., Patrinos, H, Strietholt, R. (2024). The Learning Crisis: Three Years after COVID-19. Working Paper.