Evaluation of Educational Loss in Europe and Central Asia
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World Bank, Washington, DC
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To what extent has the learning
progress of school-aged children slowed during the COVID-19
pandemic? A pre-registered analysis of the first
international assessment to be published since the pandemic
is conducted to estimate the impact of COVID-19 on student
reading. The effect of closures on achievement is modeled by
predicting the deviation of the most recent results from a
linear trend in reading achievement using data from all
rounds using data from 28 countries in Europe and Central
Asia. Reading scores declined by an average of 20 percent of
a standard deviation, equivalent to just less than a year of
schooling. Losses are significantly larger for students in
schools that faced relatively longer closures. While there
are no significant differences by sex, it is shown that
lower-achieving students experienced much larger losses.
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Palabras clave
COVID-19 IMPACT, LEARNING LOSS, STUDENT ACHIEVEMENT, LEARNING INEQUITY, LOW ACHIEVING STUDENTS, READING ACHIEVEMENT LOSS