The pandemic strengthened the link between socioeconomic status and mathematics scores, but only in countries with closures shorter than 22 weeks¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The ESCS regression slope rose by 2.62 points (~7% of the 2012 OECD average of ~39), but each week of full closures reduced this increase by 0.12 points. → Maciej Jakubowski 2025

Evidence¶

Maciej Jakubowski 2025¶

Maciej Jakubowski, Tomasz Gajderowicz & Harry Anthony Patrinos. (2025). COVID-19, school closures, and student learning outcomes. New global evidence from PISA. npj Science of Learning. https://doi.org/10.1038/s41539-025-00297-3

q2 · i? · associational · r3

Re-estimated main models testing whether pandemic effects vary by socioeconomic background. The article states "socioeconomic disparities increased only in countries with relatively short closures, below 22 weeks, and for countries with longer closures the pandemic decreased the relationship" between background and achievement.

"The slope of the ESCS index measuring socioeconomic status in PISA increased by 2.62 points. In PISA 2012, the last time mathematics was the main domain before the pandemic, the OECD average slope was around 39 points."

Discussion¶

Learner Variables¶

• Socioeconomic Status — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• COVID-19 widened the socio-economic performance gap on average, deteriorating more among disadvantaged students, significantly in mathematics and science — a broader claim this one bears on
• Children from low-SES families were more negatively affected by COVID-19 school closures than children from high-SES families — related
• National income inequality strengthens the economically based social class test gap (family economic capital) — related
• PISA mathematics scores declined by an average of 12 points (14.2% of a standard deviation, about 7 months of learning) after COVID-19 school closures — related
• Each week of full school closure is associated with an additional 0.44-point decline in mathematics achievement — related
• Contrary to the hidden-talents hypothesis, low-SES students scored 18% lower on mathematics items of real-world importance — related
• Assessments like PISA-VET risk reinforcing inequalities in VET if underlying socioeconomic inequities are unaddressed — related