Effects of COVID-19-Related School Closures on Student Achievement-A Systematic Review
22 September, 2021Svenja Hammerstein, Christoph König, Thomas Dreisörner, and Andreas Frey
action based learning
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Effects of COVID-19-Related School Closures on Student Achievement
This is a summary and an excerpt of an article from the National Library of Medicine, which can be viewed in its entirety on their website.
Empirical evidence on the impact of COVID-19-related school closures on academic achievement is only just emerging. Results indicate a negative effect of school closures on student achievement, specifically in younger students and students from families with low socioeconomic status. Moreover, certain measures can be identified that might mitigate these negative effects.
The negative effects of school closures due to summer vacation or natural disasters, and of absenteeism on student achievement are already well documented in the literature (for an overview see Kuhfeld et al., 2020a). Less is known, however, about the impact of COVID-19-related school closures on student achievement.
The present review gives insights into the effects of the COVID-19 related school closures on student achievement in spring 2020. It has to be noted that the number of countries for which evidence of these effects are available is still small, and clustered around developed countries. Especially studies from developing countries are not available yet. We know, however, that the reduction in in-person learning was smaller for low-income countries than for medium-income countries (UNESCO, 2021). Nevertheless, the proportion of students enrolled in primary or secondary education is considerably smaller in poorer countries (Ward, 2020). It may be possible that studies coming from developing countries provide novel insights into the general and especially the differential effects of the COVID-19 related school closures on student achievement. The results of our systematic review can serve as a benchmark for these studies, once they emerge in the literature.
The first COVID-19-related school closures in spring 2020 were followed by similar measures in the fall and winter of 2020/2021. Due to the cumulative nature of learning processes and student achievement, additional learning losses are likely. Nevertheless, school closures do not seem to be initiated as quickly now as they were at the beginning of the pandemic, which is positive for learning. To counter the learning losses, on a micro level, educational policy makers should determine potential supportive measures that increase the active learning time on task. On a macro level, national policy makers should determine potential compensatory measures to support students in their learning and to avoid failed educational careers. In this regard, systematic online material and software have been found to compensate for learning losses, specifically in high-risk children. Hence, educational policy makers and educators should be aware of the importance of providing children with systematic material and ensuring that high-risk children, in particular, have access to adequate learning environments in order to circumvent learning losses and widening learning gaps that may be caused by subsequent school closures. We expect future studies focusing on the subsequent school closures to provide a more differentiated picture of the effects of COVID-19 related school closures on student achievement. For instance, studies may investigate whether there are differences in educational outcomes across countries with differing lockdown measures. Similarly, studies may investigate the reasons for the subject-specific general effects and the three main differential effects identified in this systematic review. Such studies require longitudinal approaches, and may provide educational policy makers with crucial additional information.
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