Abstract
With Covid-19 having caused significant disruption to the global education system, researchers are beginning to become concerned with the impact that this has had on student learning progress and, in particular, whether learning loss has been experienced. To evaluate this, the authors conducted a thorough analysis of recorded learning loss evidence documented between March 2020 and March 2021. This systematic review aims to consolidate available data and to document what has been reported in the literature. Given the novelty of the subject, eight studies were identified; seven of these found evidence of student learning loss among at least some of the participants while one of the seven also found instances of learning gains in a particular subgroup. The remaining study found increased learning gains in their participants. Additionally, four of the studies observed increases in inequality where certain demographics of students experienced learning losses more significant than others. It is determined that further research is needed to increase the quantity of studies produced, their geographical focus, and the numbers of students they observe.
Highlights
Due to the emergency nature of the Covid-19 pandemic, education systems around the world are facing extreme disruption
With Covid-19 having caused significant disruption to the global education system, researchers are beginning to become concerned with the impact that this has had on student learning progress and, in particular, whether learning loss has been experienced
Learning loss occurs when educational progress does not occur at the same rate at which it has historically compared to previous years (Pier et al, 2021)
Summary
Due to the emergency nature of the Covid-19 pandemic, education systems around the world are facing extreme disruption. Patrinos teachers and administrations were unprepared for this transition and were forced to build emergency remote-learning systems almost immediately In response to this disruption, education researchers are beginning to analyze the impact of these school closures on student learning progress or lack thereof. Chetty et al (2014) observe that increasing student achievement by 0.20 SD results on average in a 2.6 percent increase in annual lifetime earnings (Maldonado & De Witte, 2020) Likewise, another year of schooling is, on average, associated with an 8–9 percent gain in future earnings (Psacharopoulos & Patrinos, 2018). As the global education system continues to face pandemic-related disruption, a strong understanding of how Covid-19 school closures are impacting student learning progress can better equip educators, policy-makers, and researchers going forward
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