Learning loss showed little evidence of differing by sex, school grade, subject, or prior performance¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Beyond parental education, the study finds little evidence that the learning-loss effect differs by sex, school grade, subject, or prior performance. → Engzell P. 2021

Evidence¶

Engzell P. 2021¶

Engzell P., Frey A., Verhagen M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences of the United States of America. https://doi.org/10.1073/pnas.2022376118

q3 · i? · causal · r3

Heterogeneity analyses in the baseline difference-in-differences specification, estimating Eq. 2 with interactions of the treatment indicator with sex and prior performance and estimating the model separately by grade and subject. The article states it finds "little evidence that the effect differs by sex, school grade, subject, or prior performance"; no effect sizes are printed for these contrasts.

"In contrast, we find little evidence that the effect differs by sex, school grade, subject, or prior performance."

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• GenAI function, intervention duration, publication year, and gender were not significant moderators of GenAI's motivational effect — the general claim this finding bears on, with the studies behind it
• Median achievement losses from spring 2020 school closures were similar for mathematics (−0.10 SD) and reading (−0.09 SD), though individual studies found subject-specific differences — related
• COVID-19 learning losses are expected to be concentrated in the early grades and among students who were already struggling before the pandemic — reports the opposite