The Learning Crisis: Three Years after COVID-19. EdWorkingPaper No. 25-1147
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| Title: | The Learning Crisis: Three Years after COVID-19. EdWorkingPaper No. 25-1147 |
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| Language: | English |
| Authors: | Tomasz Gajderowicz, Maciej Jakubowski, Alec Kennedy, Christian Christrup Kjeldsen, Harry Anthony Patrinos, Rolf Strietholt, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 8 Junior High Schools Middle Schools Secondary Education Elementary Secondary Education |
| Descriptors: | COVID-19, Pandemics, School Closing, Grade 4, Grade 8, Achievement Gains, Mathematics Achievement, Science Achievement, Time, Gender Differences, Low Achievement, Language Usage, Language Minorities, Effect Size, Foreign Countries |
| Assessment and Survey Identifiers: | Trends in International Mathematics and Science Study |
| Abstract: | The COVID-19 pandemic caused widespread disruptions to education, with school closures affecting over one billion children. These closures, aimed at reducing virus transmission, resulted in significant learning losses, particularly in mathematics and science. Using data from TIMSS 2023, which assesses fourth and eighth-grade achievements across 71 education systems, this study analyzes the impact of school closure duration on learning outcomes. Mixed-effect models estimate deviations from pre-pandemic trends, adjusting for demographic factors. Results show a global average decline of 0.11 standard deviations (SD) in student achievement, with longer closures linked to more severe losses. The effects on low performers, girls, and linguistic minorities show effect sizes up to 0.22 SD. These findings highlight the lasting impact of school closures and emphasize the need for targeted recovery strategies and international cooperation to promote equitable educational outcomes post-pandemic. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED674083 |
| Database: | ERIC |
| Abstract: | The COVID-19 pandemic caused widespread disruptions to education, with school closures affecting over one billion children. These closures, aimed at reducing virus transmission, resulted in significant learning losses, particularly in mathematics and science. Using data from TIMSS 2023, which assesses fourth and eighth-grade achievements across 71 education systems, this study analyzes the impact of school closure duration on learning outcomes. Mixed-effect models estimate deviations from pre-pandemic trends, adjusting for demographic factors. Results show a global average decline of 0.11 standard deviations (SD) in student achievement, with longer closures linked to more severe losses. The effects on low performers, girls, and linguistic minorities show effect sizes up to 0.22 SD. These findings highlight the lasting impact of school closures and emphasize the need for targeted recovery strategies and international cooperation to promote equitable educational outcomes post-pandemic. |
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