Learning Loss in Vulnerable Student Populations after the First COVID-19 School Closure in the Netherlands

Autor/inn/en	Schuurman, Tessa M.; Henrichs, Lotte F.; Schuurman, Noémi K.; Polderdijk, Simone; Hornstra, Lisette
Titel	Learning Loss in Vulnerable Student Populations after the First COVID-19 School Closure in the Netherlands
Quelle	In: Scandinavian Journal of Educational Research, 67 (2023) 2, S.309-326 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2021.2006307
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Achievement Gains; At Risk Students; School Closing; Elementary School Students; Educationally Disadvantaged; Student Characteristics; Grade 3; Grade 4; Grade 5; Mathematics Achievement; Reading Comprehension; Standardized Tests; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Achievement gain; Leistungssteigerung; School closings; Schule; Schließung; Schließung (von Schulen); School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseverstehen; Standadised tests; Standardisierter Test; Niederlande
Abstract	School closures due to the COVID-19 pandemic raised concerns about increases in educational inequality. We examined the magnitude of the impact of the first school closure for vulnerable student groups in particular. This study was conducted among 886 Grade 3-5 students in the Netherlands in schools serving a high percentage of students from disadvantaged backgrounds. Piecewise growth analyses indicated that the school closures caused discontinuity in students' achievement growth on national standardized tests and led to an average learning loss of 2.47 months in mathematics and 2.35 in reading comprehension, exceeding the duration of the school closure. Findings suggest that school closures contribute to educational inequality and indicate which students may particularly need additional support to overcome the adverse consequences of the lockdowns. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01