Year 3 and Year 4 student achievement growth in mathematics and reading showed no significant differences between 2019 and 2020 cohorts in NSW primary schools¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2024: local conditions change quickly
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? No significant differences in student achievement growth were recorded between 2019 and 2020 cohorts in mathematics or reading for Year 3 and Year 4 students. → Gore 2021
Evidence¶
Gore 2021¶
Gore, J., Miller, A., Fray, L., Harris, J., & Prieto, E. (2021). The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study. The Australian Educational Researcher, 48, 605-637. https://doi.org/10.1007/s13384-021-00436-w
q3 · i? · causal · r2
Linear mixed models compared matched 2019 and 2020 cohorts (3030 students total: 1584 in 2019, 1446 in 2020) from NSW government schools using PAT mathematics and reading scores at baseline (Term 1) and follow-up (Term 4). The study reports "no differences in student achievement growth were recorded between 2019 and 2020" for either year level.
"For each of the Year 3 and Year 4 samples, no differences in student achievement growth were recorded between 2019 and 2020."
Discussion¶
Related Claims¶
- No significant differences in achievement growth were identified for Indigenous students between 2019 and 2020 cohorts — related
- Year 3 students in low-ICSEA schools achieved significantly less mathematics growth in 2020, equivalent to two months less than the 2019 cohort — related
- Year 4 students in major cities demonstrated one month's additional reading growth in 2020 compared with 2019 — related
- Year 3 regional students in mid-ICSEA schools demonstrated three months additional reading growth in 2020 compared with 2019 — related
- Year 3 students in mid-ICSEA schools achieved two months additional mathematics growth in 2020 compared with 2019 — related
- Systematic attrition differences mean COVID-19 impacts on student achievement are likely underestimated in fall 2020 MAP Growth results — related
- No evidence that COVID-19 learning deficits differ between primary and secondary students — related
- No significant mean differences in perspectives between primary and secondary school staff — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
covid19-no-significant-achievement-growth-difference-nsw-primary |
title |
Year 3 and Year 4 student achievement growth in mathematics and reading showed no significant differences between 2019 and 2020 cohorts in NSW primary schools |
description |
Year 3 and Year 4 student achievement growth in mathematics and reading showed no significant differences between 2019 and 2020 cohorts in NSW primary schools |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
recheck_by |
2024 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — gore-2021 |
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