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Using educational transitions to estimate learning loss due to COVID-19 school closures: The case of Complementary Basic Education in Ghana

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  • Sabates, Ricardo
  • Carter, Emma
  • Stern, Jonathan M.B.

Abstract

Learning loss is expected for millions of children who have been out of school as a result of the current COVID-19 pandemic. Unfortunately, it is uncertain how much learning will be lost and how wide the gaps may be for disadvantaged children. This paper uses a unique longitudinal dataset to estimate learning loss during a three-month transition from Complementary Basic Education to government schools in Ghana. Our results show an average learning loss of 66 % of previous learning gains in foundational numeracy during this transition period. More importantly, we estimate widening gaps in learning loss according to lack of home learning support, as well as lack of home learning resources. Our results have implications for the provision of learning activities and support at home, not just during current school closures due to COVID-19, but also during transitions between academic years.

Suggested Citation

  • Sabates, Ricardo & Carter, Emma & Stern, Jonathan M.B., 2021. "Using educational transitions to estimate learning loss due to COVID-19 school closures: The case of Complementary Basic Education in Ghana," International Journal of Educational Development, Elsevier, vol. 82(C).
    • Handle: RePEc:eee:injoed:v:82:y:2021:i:c:s0738059321000304
    DOI: 10.1016/j.ijedudev.2021.102377
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    References listed on IDEAS

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    1. Carter, Emma & Sabates, Ricardo & Rose, Pauline & Akyeampong, Kwame, 2020. "Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana," International Journal of Educational Development, Elsevier, vol. 76(C).
    2. Bruce Sacerdote, 2012. "When the Saints Go Marching Out: Long-Term Outcomes for Student Evacuees from Hurricanes Katrina and Rita," American Economic Journal: Applied Economics, American Economic Association, vol. 4(1), pages 109-135, January.
    3. João Pedro & Amer Hasan & Diana Goldemberg & Koen Geven & Syedah Aroob Iqbal, 2021. "Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates [Tackling Inequity in Education during and after COVID-19]," The World Bank Research Observer, World Bank, vol. 36(1), pages 1-40.
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    Cited by:

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    2. M. Niaz Asadullah & Anindita Bhattacharjee, 2022. "Digital Divide or Digital Provide? Technology, Time Use, and Learning Loss during COVID-19," Journal of Development Studies, Taylor & Francis Journals, vol. 58(10), pages 1934-1957, October.
    3. Natalie Nitsche & Ansgar Hudde, 2022. "Countries embracing maternal employment opened schools sooner after Covid-19 lockdowns," MPIDR Working Papers WP-2022-008, Max Planck Institute for Demographic Research, Rostock, Germany.
    4. Mustafa Uğraş & Erdal Zengin & Stamatis Papadakis & Michail Kalogiannakis, 2023. "Early Childhood Learning Losses during COVID-19: Systematic Review," Sustainability, MDPI, vol. 15(7), pages 1-29, April.
    5. Haser, Çiğdem & Doğan, Oğuzhan & Kurt Erhan, Gönül, 2022. "Tracing students’ mathematics learning loss during school closures in teachers’ self-reported practices," International Journal of Educational Development, Elsevier, vol. 88(C).
    6. Ardington, Cally & Wills, Gabrielle & Kotze, Janeli, 2021. "COVID-19 learning losses: Early grade reading in South Africa," International Journal of Educational Development, Elsevier, vol. 86(C).
    7. Hossain, Mobarak, 2021. "Unequal experience of COVID-induced remote schooling in four developing countries," International Journal of Educational Development, Elsevier, vol. 85(C).

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