Observed COVID-19 achievement declines were more substantial than declines during other recent disruptions such as natural disasters¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person · recheck by 2027: baselines and conditions change

Subclaims¶

q2 i? The pandemic achievement declines reported exceed those observed during other recent school disruptions, such as natural disasters. → Megan Kuhfeld 2022

Evidence¶

Megan Kuhfeld 2022¶

Megan Kuhfeld, James Soland, Karyn Lewis. (2022). Test score patterns across three COVID-19-impacted school years. Educational Researcher. https://doi.org/10.3102/0013189X221109178

q2 · i? · associational · r?

The study's comparative assertion that its observed declines are "more substantial than during other recent school disruptions" such as natural disasters; no specific comparison statistics are printed in the available text.

"Observed declines are more substantial than during other recent school disruptions, such as those due to natural disasters"

Discussion¶

Related Claims¶

• Increased score variability was primarily driven by spreading out at the bottom end of the achievement distribution — related
• COVID-19 school closures in Pennsylvania are likely to have caused substantial learning losses, with harms concentrated in populations also disproportionately harmed by the disease — related
• The COVID-19 pandemic increased classroom disruptions and negatively affected students' social and emotional development — related
• COVID-19 restrictions inhibited implementation of later activities in the learning sequence — related
• COVID-19 learning deficits arose early in the pandemic and have neither closed nor substantially widened since then — related
• One year or more after the first lockdown, students had not recovered the learning deficits caused by Covid-19 school closures — related