The Effect of School Closures on Standardised Student Test Outcomes

Autor/inn/en	Maldonado, Joana Elisa; De Witte, Kristof
Titel	The Effect of School Closures on Standardised Student Test Outcomes
Quelle	In: British Educational Research Journal, 48 (2022) 1, S.49-94 (46 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maldonado, Joana Elisa) ORCID (De Witte, Kristof)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3754
Schlagwörter	School Closing; COVID-19; Pandemics; Foreign Countries; Standardized Tests; Elementary School Students; Mathematics Tests; Reading Tests; Writing Tests; Language Tests; Scores; Effect Size; Outcomes of Education; Academic Achievement; Netherlands + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Ausland; Standadised tests; Standardisierter Test; Lesetest; Writing test; Schreibtest; Language test; Sprachtest; Lernleistung; Schulerfolg; Schulleistung; Niederlande
Abstract	The school closures owing to the 2020 COVID-19 crisis resulted in a significant disruption of education provision, leading to fears of learning losses and of an increase in educational inequality. This article evaluates the effects of school closures based on standardised tests in the last year of primary school in the Dutch-speaking Flemish region of Belgium. Using a 6-year panel, we find that students of the 2020 cohort experienced significant learning losses in three out of five tested subjects, with a decrease in school averages of mathematics scores of 0.17 standard deviations and Dutch scores (reading, writing, language) of 0.19 standard deviations as compared to previous cohorts. This finding holds when accounting for school characteristics, standardised tests in Grade 4 and school fixed effects. Given the large observed effect sizes, the effect of school closures appears to be a combination of lost learning progress and learning loss. Moreover, we observe that inequality both within schools and across schools rises by 7% for mathematics and 8% for Dutch. The learning losses are correlated with observed school characteristics, as schools with a more disadvantaged student population experience larger learning losses. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01