Did Students Learn Less during the COVID-19 Pandemic? Reading and Mathematics Competencies before and after the First Pandemic Wave

Autor/inn/en	Schult, Johannes; Mahler, Nicole; Fauth, Benjamin; Lindner, Marlit A.
Titel	Did Students Learn Less during the COVID-19 Pandemic? Reading and Mathematics Competencies before and after the First Pandemic Wave
Quelle	In: School Effectiveness and School Improvement, 33 (2022) 4, S.544-563 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schult, Johannes) ORCID (Mahler, Nicole) ORCID (Fauth, Benjamin) ORCID (Lindner, Marlit A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2022.2061014
Schlagwörter	COVID-19; Pandemics; Mathematics Skills; Reading Comprehension; School Closing; Achievement Gains; Low Achievement; Distance Education; Barriers; Grade 5; Foreign Countries; Institutional Characteristics; Germany + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Leseverstehen; School closings; Schule; Schließung; Schließung (von Schulen); Achievement gain; Leistungssteigerung; Unterdurchschnittliche Leistung; Distance study; Distance learning; Fernunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Deutschland
Abstract	The COVID-19 pandemic disrupted classes in spring 2020. Temporary school closures supposedly led to a considerable learning loss, particularly for low-achieving students. Teachers faced challenges of remote learning environments. Students spent less time learning. The present study investigates the competencies of fifth graders in Baden-Württemberg, Germany, using large-scale assessments in reading and mathematics from annual mandatory tests in September (each n > 80,000). Competence scores were slightly lower in 2020 (after 2 months of school closures) compared with the three previous years (-0.07 SD for reading comprehension, -0.09 for operations, and -0.03 for numbers). Regarding mathematics, low-achieving students seem to have a learning backlog that deserves attention in future education. School characteristics such as the average sociocultural capital and the proportion of students with a migration background played a minor role in mediating the schools' learning loss. Still, lower sociocultural capital was positively associated with larger learning loss in mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01