One year or more after the first lockdown, students had not recovered the learning deficits caused by Covid-19 school closures¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? There is no statistically significant difference in student performance between later assessments and those in the early stages of the pandemic. → Di Pietro Giorgio 2023
Evidence¶
Di Pietro Giorgio 2023¶
Di Pietro Giorgio. (2023). The impact of Covid-19 on student achievement: Evidence from a recent meta-analysis. Educational Research Review. https://doi.org/10.1016/j.edurev.2023.100530
q3 · i? · quant-synthesis · r3
Meta-regression of 239 estimates comparing the 2021 assessment-timing moderator against the 2020 reference category; the 2021 coefficient is non-significant, so equivalence was not tested and no effect size is printed.
"There is no statistically significant difference in student performance between assessments that have taken place several months or more than one year after the outbreak of the coronavirus and those that have occurred in the early stages of the pandemic."
Discussion¶
Related Claims¶
- Estimated Covid-19 learning deficits are more pronounced in studies using experimental/quasi-experimental designs than in descriptive or correlational studies — related
- COVID-19 learning deficits arose early in the pandemic and have neither closed nor substantially widened since then — possibly the same claim (merge candidate)
- Students in The Netherlands lost on average 3.16 percentile points (0.08 SD) in achievement during the 8-week COVID-19 lockdown — related
- COVID-19-related school closures in spring 2020 had a negative overall effect on student achievement (median −0.08 SD across eleven studies) — related
- Average fall 2021 math scores in Grades 3–8 were .20–.27 SD lower than same-grade peers' fall 2019 scores — related
- Observed COVID-19 achievement declines were more substantial than declines during other recent disruptions such as natural disasters — 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
- The COVID cohort scored significantly lower than the control cohort across the whole study duration — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
covid-no-catch-up-one-year-after-lockdown |
title |
One year or more after the first lockdown, students had not recovered the learning deficits caused by Covid-19 school closures |
description |
One year or more after the first lockdown, students had not recovered the learning deficits caused by Covid-19 school closures |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — di-pietro-giorgio-2023 |
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