The Impact of COVID-19 on Student Learning in New South Wales Primary Schools: An Empirical Study

Autor/inn/en	Gore, Jennifer; Fray, Leanne; Miller, Andrew; Harris, Jess; Taggart, Wendy
Titel	The Impact of COVID-19 on Student Learning in New South Wales Primary Schools: An Empirical Study
Quelle	In: Australian Educational Researcher, 48 (2021) 4, S.605-637 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gore, Jennifer) ORCID (Fray, Leanne) ORCID (Miller, Andrew) ORCID (Harris, Jess)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-021-00436-w
Schlagwörter	Foreign Countries; COVID-19; Pandemics; School Closing; Online Courses; Distance Education; Grade 3; Grade 4; Elementary School Students; Mathematics Achievement; Reading Achievement; Disadvantaged; Socioeconomic Influences; Achievement Gains; Australia + Suchen Sie Ihr Suchwort? Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Sozioökonomischer Faktor; Achievement gain; Leistungssteigerung; Australien
Abstract	The COVID-19 pandemic produced widespread disruption to schooling, impacting 90% of the world's students and moving entire school systems to remote and online learning. In the state of New South Wales, Australia, most students engaged in learning from home for at least eight weeks, with subsequent individual and intermittent school closures. However, while numerous claims have circulated in the popular media and in think tank reports, internationally, about the negative impacts on learning, there is limited empirical evidence of decreased student achievement. Drawing on data from more than 4800 Year 3 and 4 students from 113 NSW government schools, this paper compares student achievement during 2019 and 2020 in a sample of matched schools to examine the effects of the system-wide disruption. Somewhat surprisingly, our analysis found no significant differences between 2019 and 2020 in student achievement growth as measured by progressive achievement tests in mathematics or reading. A more nuanced picture emerges when the sample is examined by dis/advantage (ICSEA) and Year level. The Year 3 cohort in the least advantaged schools (ICSEA < 950) achieved 2 months less growth in mathematics, while the Year 3 students in mid-ICSEA schools (950-1050) achieved 2 months' additional growth. No significant differences were identified for Indigenous students or students located in regional locations. These results provide an important counter-narrative to widespread speculation about alarming levels of 'learning loss' for all students. While the lower achievement growth in mathematics for Year 3 students in lower ICSEA schools must be addressed as a matter of urgency to avoid further inequities, most students are, academically, where they are expected to be. Our findings are a testament to the dedicated work of teachers during the 2020 pandemic to ensure that learning for most students was not compromised, despite unusually trying circumstances. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01