Younger children were more negatively affected by COVID-19 school closures than older children (−0.37 SD vs. −0.10 SD)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i1 small
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 The review's main differential finding was that younger children were more negatively affected in their learning than older children, with effects of −0.37 SD versus −0.10 SD reported by Tomasik et al. (2020). → Hammerstein Svenja 2021

Evidence¶

Hammerstein Svenja 2021¶

Hammerstein Svenja, König Christoph, Dreisörner Thomas, Frey Andreas. (2021). Effects of COVID-19-Related School Closures on Student Achievement-A Systematic Review. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.746289

q3 · i1 · quant-synthesis · r2

Review synthesis of differential effects across the eleven included studies, reporting the age contrast with printed effect sizes d = −0.37 SD for elementary versus d = −0.10 SD for secondary students (Tomasik et al., 2020). The review attributes this to younger children's reliance on cognitive scaffolding and less developed self-regulated learning.

"First, the main finding was that younger children were more negatively affected in their learning than older children were (-0.37 SD vs.−0.10 SD; Tomasik et al., 2020)."

Discussion¶

Learner Variables¶

• Age and Developmental Stage — moderator: an instructional effect differs with it

Related Claims¶

• Low-performing students were more affected by closures in mathematics while high-performing students were more affected in reading, and low-performing students benefited more from systematic online learning — related
• COVID-19-related school closures in spring 2020 had a negative overall effect on student achievement (median −0.08 SD across eleven studies) — a broader claim this one bears on
• Median achievement losses from spring 2020 school closures were similar for mathematics (−0.10 SD) and reading (−0.09 SD), though individual studies found subject-specific differences — related
• Adverse impacts of school closures are most pronounced for younger school-age children, driven by self-productivity and dynamic complementarity in human capital production — related