Learning Loss in Vulnerable Student Populations after the first COVID-19 School Closure in the Netherlands

Tessa Schuurman; Lotte Henrichs; Noémi Schuurman; Simone Polderdijk; Lisette Hornstra

doi:10.1080/00313831.2021.2006307

Learning Loss in Vulnerable Student Populations after the first COVID-19 School Closure in the Netherlands

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

School closures due to the COVID-19 pandemic raised concerns about increases in educational inequality. We examined the magnitude of the impact of the first school closure for vulnerable student groups in particular. This study was conducted among 886 Grade 3 - 5 students in the Netherlands in schools serving a high percentage of students from disadvantaged backgrounds. Piecewise growth analyses indicated that the school closures caused discontinuity in students’ achievement growth on national standardized tests and led to an average learning loss of 2.47 months in mathematics and 2.35 in reading comprehension, exceeding the duration of the school closure. Findings suggest that school closures contribute to educational inequality and indicate which students may particularly need additional support to overcome the adverse consequences of the lockdowns.

Original language	English
Pages (from-to)	309-326
Number of pages	18
Journal	Scandinavian Journal of Educational Research
Volume	67
Issue number	2
Early online date	10 Dec 2021
DOIs	https://doi.org/10.1080/00313831.2021.2006307
Publication status	Published - 2023

Bibliographical note

Funding Information:
This work was supported by Utrecht University and Nationaal Regieorgaan Onderwijsonderzoek [grant number 40.5.19660.102].

Publisher Copyright:
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

COVID-19
disadvantaged student populations
educational inequality
learning loss
school lockdowns

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10.1080/00313831.2021.2006307Licence: CC BY-NC-ND

Learning Loss in Vulnerable Student Populations After the First Covid 19 School Closure in the NetherlandsFinal published version, 1.83 MBLicence: CC BY-NC-ND

Cite this

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title = "Learning Loss in Vulnerable Student Populations after the first COVID-19 School Closure in the Netherlands",

abstract = "School closures due to the COVID-19 pandemic raised concerns about increases in educational inequality. We examined the magnitude of the impact of the first school closure for vulnerable student groups in particular. This study was conducted among 886 Grade 3 - 5 students in the Netherlands in schools serving a high percentage of students from disadvantaged backgrounds. Piecewise growth analyses indicated that the school closures caused discontinuity in students{\textquoteright} achievement growth on national standardized tests and led to an average learning loss of 2.47 months in mathematics and 2.35 in reading comprehension, exceeding the duration of the school closure. Findings suggest that school closures contribute to educational inequality and indicate which students may particularly need additional support to overcome the adverse consequences of the lockdowns.",

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AU - Schuurman, Tessa

AU - Henrichs, Lotte

AU - Schuurman, Noémi

AU - Polderdijk, Simone

AU - Hornstra, Lisette

N1 - Funding Information: This work was supported by Utrecht University and Nationaal Regieorgaan Onderwijsonderzoek [grant number 40.5.19660.102]. Publisher Copyright: © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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AB - School closures due to the COVID-19 pandemic raised concerns about increases in educational inequality. We examined the magnitude of the impact of the first school closure for vulnerable student groups in particular. This study was conducted among 886 Grade 3 - 5 students in the Netherlands in schools serving a high percentage of students from disadvantaged backgrounds. Piecewise growth analyses indicated that the school closures caused discontinuity in students’ achievement growth on national standardized tests and led to an average learning loss of 2.47 months in mathematics and 2.35 in reading comprehension, exceeding the duration of the school closure. Findings suggest that school closures contribute to educational inequality and indicate which students may particularly need additional support to overcome the adverse consequences of the lockdowns.

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KW - learning loss

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JF - Scandinavian Journal of Educational Research

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ER -

Learning Loss in Vulnerable Student Populations after the first COVID-19 School Closure in the Netherlands

Abstract

Bibliographical note

UN SDGs

Keywords

Access to Document

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Zorgen van leerkrachten over leerlingen tijdens de COVID-19 schoolsluiting: Aard, ontwikkeling en aanpak

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