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Global learning loss in student achievement: First estimates using comparable reading scores

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  • Jakubowski, Maciej
  • Gajderowicz, Tomasz
  • Patrinos, Harry Anthony

Abstract

We estimate the global impact of COVID-19 on student reading using international achievement tests. We model the effect of school closures (full and partial) on achievement by predicting the deviation of the most recent results from a linear trend using data from all rounds of PIRLS. Scores declined an average of 33 percent of a standard deviation, equivalent to more than a year of schooling. Losses are larger for students in schools that faced relatively longer closures. While there are no differences by sex, lower-achieving students experienced larger losses. The educational loss may translate to a 0.68 percentage point reduction of GDP growth for a global loss of $66 trillion.

Suggested Citation

  • Jakubowski, Maciej & Gajderowicz, Tomasz & Patrinos, Harry Anthony, 2023. "Global learning loss in student achievement: First estimates using comparable reading scores," Economics Letters, Elsevier, vol. 232(C).
    • Handle: RePEc:eee:ecolet:v:232:y:2023:i:c:s0165176523003385
    DOI: 10.1016/j.econlet.2023.111313
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    References listed on IDEAS

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    1. Carla Haelermans & Madelon Jacobs & Rolf van der Velden & Lynn van Vugt & Sanne van Wetten, 2022. "Inequality in the Effects of Primary School Closures Due to the COVID-19 Pandemic: Evidence from the Netherlands," AEA Papers and Proceedings, American Economic Association, vol. 112, pages 303-307, May.
    2. Per Engzell & Arun Frey & Mark D. Verhagen, 2021. "Learning loss due to school closures during the COVID-19 pandemic," Proceedings of the National Academy of Sciences, Proceedings of the National Academy of Sciences, vol. 118(17), pages 2022376118-, April.
    3. Bastian A. Betthäuser & Anders M. Bach-Mortensen & Per Engzell, 2023. "A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic," Nature Human Behaviour, Nature, vol. 7(3), pages 375-385, March.
    4. Dan Goldhaber & Thomas J. Kane & Andrew McEachin & Emily Morton & Tyler Patterson & Douglas O. Staiger, 2022. "The Consequences of Remote and Hybrid Instruction During the Pandemic," NBER Working Papers 30010, National Bureau of Economic Research, Inc.
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    Cited by:

    1. Yoshida, Kazuhiro, 2024. "Has the significance of Target 4.7 of the SDGs changed? A commentary focusing on the critical role of socio-emotional learning," International Journal of Educational Development, Elsevier, vol. 104(C).
    2. Jakubowski,Maciej Jan & Gajderowicz,Tomasz Janusz & Patrinos,Harry Anthony, 2024. "COVID-19, School Closures, and Student Learning Outcomes : New Global Evidence from PISA," Policy Research Working Paper Series 10666, The World Bank.

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    More about this item

    Keywords

    COVID-19; Learning loss; Student achievement;
    All these keywords.

    JEL classification:

    • I19 - Health, Education, and Welfare - - Health - - - Other
    • I20 - Health, Education, and Welfare - - Education - - - General

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