The COVID cohort scored significantly lower than the control cohort across the whole study duration¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A significant negative group effect (β1) indicated the COVID cohort performed lower than the control cohort across all measurement time points, even before the closures. → Kraus 2024

Evidence¶

Kraus 2024¶

Kraus, E. B., Wild, J., Schilcher, A., & Hilbert, S. (2024). Exploring the Short-Term and Long-Term Effects of the COVID-19 School Closures on Reading Fluency in Southern Germany: A Longitudinal Causal Effects Analysis. https://osf.io/bu2ad/

q3 · i? · causal · r2

DiD regression on the Bavarian sample; Table 4 reports β1 = -2.71 (CI -3.98 to -1.44, p < .001) and intercept β0 = 27.66 versus a norm sample mean of 22. The quote reports the "significant negative group effect (β1)"; no standardized effect size was printed.

"The COVID cohort performed significantly lower across the whole study duration, expressed by the significant negative group effect (β1)."

Discussion¶

Learner Variables¶

• Civic Mindedness — outcome: instruction changes it

Related Claims¶

• COVID-19 third-grade school closures in Southern Germany showed no significant short-term or long-term effect on reading fluency — 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
• In the prior first-grade study, the During COVID-19 cohort scored significantly lower than the Before COVID-19 cohort on all three writing measures immediately after remote instruction ended — related
• Students in The Netherlands lost on average 3.16 percentile points (0.08 SD) in achievement during the 8-week COVID-19 lockdown — related
• First graders who missed kindergarten during COVID closures showed the greatest school-readiness loss in basic counting and numeracy skills against pre-pandemic cohorts: d = 0.16 after three months of closures and d = 0.23 for the cohort entering school a year later — related
• One year or more after the first lockdown, students had not recovered the learning deficits caused by Covid-19 school closures — related
• The negative effect of COVID remote learning was largest among lower primary low-SES students, reaching 25, 20 and 33 points (d = 0.25, 0.20, 0.33) in mathematics, reading and science by autumn 2021 — related
• Longer school closures are associated with greater declines in grade 8 civic knowledge — related