Effects of the Pandemic on Education

COVID-19 induced school closures did not result in learning losses everywhere! My new paper with Syedah Aroob Iqbal shows one country where pandemic school closures did not harm student learning. Despite widespread school disruptions in Uzbekistan, grade-5 math scores actually IMPROVED by 0.29 standard deviations during the pandemic period. Even more striking: students tested in 2019 and retested in 2021 showed remarkable gains of 0.72 standard deviations over those 2 years. This suggests that learning continuity was maintained despite COVID-induced disruptions to traditional schooling. Uzbekistan's experience demonstrates that effective responses – perhaps national TV broadcasts of daily lessons by best teachers in the country – can actually support continued academic progress during crisis periods. The findings raise important questions about what policies and practices enabled this success, and how other education systems might learn from Uzbekistan's approach to maintaining learning continuity during unprecedented disruptions. https://shorturl.at/Fxl2c It was with some trepidation that I looked towards distance education done right to alleviate the situation. I am glad I was proven right, but of course, this is all due to the students, families, teachers, administrators, and Ministry of Education of Uzbekistan. (Me on Uzbek TV in 2020 https://lnkd.in/eJQfa3E4. [For background, my blog with Nodira Meliboeva and Janssen Teixeira in 2020 on what Uzbekistan did: https://lnkd.in/eJDy3d7Y.

🔢 NAEP 2024 Math Data: A Tale of Two Eras The latest NAEP (National Assessment of Educational Progress) math scores reveal a stark contrast in student performance—a widening gap between high achievers and struggling students that highlights deep-rooted educational challenges. Key insights from this data show that: ➕ Higher-performing students (75th & 90th percentiles) saw gains, while lower-performing students (10th & 25th percentiles) declined further. ➖ Only 28% of 8th graders scored at or above "Proficient", down from 34% in 2019. ✖️ 39% of 8th graders performed below "Basic", meaning they lack fundamental math skills—8 percentage points worse than in 2019. ➗ Student absenteeism remains high—29% of 8th graders missed 3+ days in the prior month, up from 22% pre-pandemic. 🔹 What does this mean? The data paints a troubling picture: higher achievers are advancing, while lower-performing students are falling further behind at a exponentially fast pace. Instead of closing gaps, our education system is deepening disparities—our most vulnerable students are in a free fall and are not able to catch up. We have to be able to attract and retain Math teachers in order to have any chance at all of getting back on track. That's going to take prioritizing things like special education math teachers, expert certified math tutors, and innovative programs and solutions to help connect teachers and students. https://lnkd.in/encKTF83 #NAEPResults #MathEducation #AchievementGap #EducationCrisis

Education without Formal Schooling through Tablets and Tutors: Evidence from Out-of-School Children in Bangladesh during the COVID-19 Pandemic This paper examines the impact of EdTech in Bangladesh, where tablets with educational software and private tutoring were provided to out-of-school students through a randomized control trial. Positive effects on both math and Bangla language scores, with math scores increasing by approximately 0.25 standard deviations and Bangla scores by about 0.17 standard deviations. Girls benefited more from the program compared to boys, and rural out-of-school children experienced greater improvements than their urban counterparts. The program had minimal effect on noncognitive traits such as competence and self-esteem. These findings have broader implications for implementing education programs for out-of-school children, especially during crises like pandemics. Key Findings: 1. The intervention positively impacted math (0.25 standard deviation) and Bangla language (0.17 SD) scores of out-of-school children. 2. Girls benefited more from the program than boys. 3. Rural out-of-school children experienced greater improvements compared to urban counterparts. 4. Minimal impact was observed on noncognitive traits. 5. The findings underscore the importance of targeted interventions for out-of-school children and distance education during crises. Policy Recommendations: 1. Utilization of Technology:   - Emphasize the use of tablets with educational software to deliver quality education to out-of-school children, particularly in underserved areas.   - Ensure the availability of offline educational content to overcome internet connectivity challenges. 2. Personalized Tutoring:   - Implement personalized tutoring programs alongside technology-based interventions to enhance learning outcomes.   - Provide regular support and guidance to students through private tutors to address individual learning needs. 3. Addressing Gender Disparities:   - Develop gender-sensitive educational interventions to empower girls and address disparities in learning outcomes. 4. Tailoring Programs to Rural Contexts:   - Design educational programs considering the unique challenges faced by rural out-of-school children, including access to resources and infrastructure.   - Tailor interventions to address the specific needs of rural communities and ensure equitable access to education. 5. Holistic Approach to Education:   - Integrate activities that enhance self-esteem, resilience, and other noncognitive traits into educational programs. 7. Policy Implementation:   - Engage policymakers and stakeholders in designing and implementing effective education policies targeted at out-of-school children. https://lnkd.in/eu7caRiq

Today marks the release of the eighth round of the Programme for International Student Assessment (PISA) 2022 by the OECD - OCDE. It is the first large-scale study with data on how the Covid-19 pandemic has impacted student performance and well-being. PISA 2022 tested nearly 700,000 15-year-old students across 81 OECD member countries and partner economies in three areas: mathematics, reading, and science. Unfortunately, the results reveal an unprecedented decline in overall performance across the OECD. Specifically, compared to 2018, mean performance dropped by 10 score points in reading and nearly 15 score points in mathematics. It is important to pay close attention to these results as they should inform our assessments and discussions regarding solutions to strengthen our education systems in the face of current challenges worldwide. PISA is a visionary project that started in 2000 and measures the knowledge and skills that 15-year old students need to have in order to be successful in the labor market and participate to society. Since 2012, financial literacy has been added to the list of skills that young people need to have, and I am very proud to have chaired the group that designed that assessment. Having a baseline helped measure the progress of financial literacy in the participating countries and also confirmed the need to promote financial education in schools. Explore the new report using the following link: https://lnkd.in/gVPah8kz #PISA2022 #Education #PISA #OECD Flore-Anne Messy Diana Crossan Jose Alexandre Vasco Camille Beaudoin Anu Raijas Hanna Houdali

The 35th edition of the Annie E. Casey Foundation's KIDS COUNT® Data Book is out today and I spent the morning participating in dozens of radio interviews across the country. The Data book examines the unprecedented declines in student math and reading proficiency brought on by the COVID-19 pandemic's effect on education. The latest data from the National Assessment of Educational Progress reveals that between 2019 and 2022, fourth-grade reading and eighth-grade math scores plummeted, representing decades of lost progress. This alarming trend underscores the urgent need for action to address the growing academic disparities among U.S. students. In the book we highlight how chronic absence (missing 10+ days of school per year) and childhood trauma (experiencing poverty, community violence, etc.) contribute to lower educational success for students. Unfortunately 30% of all kids were chronically absent in 2022 and 40% of all kids experienced one or more traumas. These are extremely common issues. We have a lot of work to do to help our children overcome these barriers to gain the high-level reading, math and problem-solving skills required in a competitive global economy. The failure to adequately prepare our children will have dire consequences for their futures and for the economic vitality of our nation. Read the full report by visiting our website at: https://lnkd.in/e-iVrnyb

It has been many months since schools reopened to in-person learning. The question is, what have countries done to start the process or recovering form the learning losses generated form the pandemic? What have we learned? The picture is very heterogeneous. Too many countries carried on with 'business-as-usual,' continuing with the same overcrowded curricula and pedagogical strategies which had proven ineffective before the pandemic. Less than a third of countries implemented some of the policy measures known to be most cost-effective in improving learning. Additionally, relatively few countries have made comprehensive attempts to address the seriousness of the pandemic impacts. Only 1 in 5 had an explicit and comprehensive strategy or plan to recover and accelerate learning after reopening. Countries that are implementing promising, at-scale responses have two aspects in common: FIRST, they recognized the magnitude of the problem and lent their political and financial commitment to implementing long-term plans. They have prioritized the education sector amongst many other competing priorities that countries face today, recognizing that improving human capital is one of the best investments countries can make for economic growth, social mobility, and global prosperity. SECOND, they invested in their technical and implementation capacity at all system levels—but particularly in teachers. Successful education systems have invested in improving teachers' capacity to: o  deliver effective instruction o  assess students effectively and use that information to adjust their teaching o  and support their student's and teachers' psychosocial wellbeing See the latest World Bank report that analyzes countries' responses to the learning crisis and the impacts of the pandemic and launching event ( with translation to French, Spanish and Arabic.

12.6.23 | NYT Opinion on Learning Loss The New York Times Editorial Board piece on learning loss caused by COVID has me deeply reflective today. My Children's Aid colleagues and I see this as both a national emergency and an opportunity to act.   Here’s what keeps us up at night: COVID took 50 million children out of schools across the United States, creating major setbacks in their years of hard work and academic achievements.    The ripple effects of this learning loss will last for decades. That’s why our Children’s Aid community schools staff prioritize two concerns that contribute to learning loss: chronic absenteeism and the mental health and physical wellbeing of our students. Both of these challenges were exacerbated by COVID – addressing them head on ensures that each young person who comes through our doors is cared for and supported. Community schools also offer the third ingredient that the Times cites as critical to addressing learning loss - increasing time spent at school through after-school programs and tutoring to support academics.   Indeed, “the learning loss crisis is more consequential than many elected officials have yet acknowledged.” And community school evaluations have proven that they effectively address the barriers that contribute to chronic absenteeism while also offering expanded learning opportunities and access to health care. Yet New York City leaders are gutting the community schools budget by $10 million this fiscal year with the initiative set to lose more than $75 million in fiscal year 2025. This will cause damages that will extend far beyond any immediate fiscal concerns.    We need to double down our investment in the most promising solution to address the learning losses that will have a devastating effect on our nation’s children. The Times Editorial Board gets it exactly right with its call to action: “This is a bipartisan issue, and parents, teachers and leaders in education have a role to play as well, in making sure that addressing learning loss and other persistent challenges facing children receives urgent attention. https://lnkd.in/ebHEyPr9