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A meta-analysis of the impact of COVID-19 on student achievement.

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Title: A meta-analysis of the impact of COVID-19 on student achievement.
Authors: Storey, Nathan1 (AUTHOR), Zhang, Qiyang2 (AUTHOR) qiyang39@nus.edu
Source: Educational Research Review. Aug2024, Vol. 44, pN.PAG-N.PAG. 1p.
Subject Terms: *School closings, *Grade levels, *Research personnel, Standard deviations, COVID-19
Abstract: Despite increasing evidence calculating the extent of COVID learning loss, few researchers have attempted to collect and examine the evidence through meta-analysis. To fill this gap, our meta-analysis seeks to explore the existing research regarding the effects of COVID on learning in reading and mathematics. Our findings illustrate that the learning loss was real and significant compared to previous school years. Applying our rigorous inclusion criteria informed by best evidence synthesis methodology, we identified 30 eligible studies. On average, meta-regression results showed that students lost 0.21 (p =.006) standard deviations of learning during the pandemic school closures. Moderator analysis further showed none of the group comparisons (i.e., subject, grade levels, country and test-type) are statistically significant. In the final section of this article, we provide recommendations for educational policymakers to address this challenge. • A meta-analysis of high-quality research examining COVID learning loss in K-12 education settings worldwide. • An analysis of 30 studies determined that on average, students lost 0.21 standard deviations of learning overall. • We provide policy recommendations to address COVID learning loss. [ABSTRACT FROM AUTHOR]
Copyright of Educational Research Review is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Availability: 0
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DbLabel: Education Research Complete
An: 179369081
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: A meta-analysis of the impact of COVID-19 on student achievement.
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  Data: <searchLink fieldCode="AR" term="%22Storey%2C+Nathan%22">Storey, Nathan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zhang%2C+Qiyang%22">Zhang, Qiyang</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> qiyang39@nus.edu</i>
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  Data: *<searchLink fieldCode="DE" term="%22School+closings%22">School closings</searchLink><br />*<searchLink fieldCode="DE" term="%22Grade+levels%22">Grade levels</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+personnel%22">Research personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Standard+deviations%22">Standard deviations</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Despite increasing evidence calculating the extent of COVID learning loss, few researchers have attempted to collect and examine the evidence through meta-analysis. To fill this gap, our meta-analysis seeks to explore the existing research regarding the effects of COVID on learning in reading and mathematics. Our findings illustrate that the learning loss was real and significant compared to previous school years. Applying our rigorous inclusion criteria informed by best evidence synthesis methodology, we identified 30 eligible studies. On average, meta-regression results showed that students lost 0.21 (p =.006) standard deviations of learning during the pandemic school closures. Moderator analysis further showed none of the group comparisons (i.e., subject, grade levels, country and test-type) are statistically significant. In the final section of this article, we provide recommendations for educational policymakers to address this challenge. • A meta-analysis of high-quality research examining COVID learning loss in K-12 education settings worldwide. • An analysis of 30 studies determined that on average, students lost 0.21 standard deviations of learning overall. • We provide policy recommendations to address COVID learning loss. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Educational Research Review is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=179369081
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1016/j.edurev.2024.100624
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      – Code: eng
        Text: English
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        PageCount: 1
        StartPage: N.PAG
    Subjects:
      – SubjectFull: School closings
        Type: general
      – SubjectFull: Grade levels
        Type: general
      – SubjectFull: Research personnel
        Type: general
      – SubjectFull: Standard deviations
        Type: general
      – SubjectFull: COVID-19
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      – TitleFull: A meta-analysis of the impact of COVID-19 on student achievement.
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              Text: Aug2024
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              Y: 2024
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