Remediation combined with long-term reorientation of instruction to children's learning levels fully mitigates the shock and surpasses the no-shock counterfactual by more than a year of learning¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Combining grade 4 remediation with an optimised curricular pace from grade 5 onward produces grade 10 learning of 259 on the PISA-like scale, 1.27 years ahead of the no-shock counterfactual. → Kaffenberger 2021

Evidence¶

Kaffenberger 2021¶

Kaffenberger, Michelle. (2021). Modelling the long-run learning impact of the Covid-19 learning shock: Actions to (more than) mitigate loss. International Journal of Educational Development. https://doi.org/10.1016/j.ijedudev.2020.102326

q1 · i? · theoretical · r2

Final scenario of the calibrated PPF simulation: grade 4 remediation plus reorienting curricular pace to children's learning levels through grade 10. The article reports 259 average cohort learning, "2.3 years' more learning" than unmitigated shock.

"not only fully mitigates the long-term learning loss due to the shock, but also surpasses the learning in the counterfactual of no shock by more than a full year's worth of learning."

Discussion¶

Related Claims¶

• In the calibrated simulation, a shock reducing grade 3 learning by one-third leaves the cohort a full year of learning behind the no-shock counterfactual by grade 10 — related
• Short-term remediation covering missed grade 3 material in grade 4 halves the long-term loss, but leaves the cohort 0.55 years behind the no-shock counterfactual — related
• A larger shock halving grade 3 learning leaves the cohort 1.5 years behind by grade 10, with more than 80 percent of in-school children learning nothing — related
• Learning losses accumulate because children fall behind the curriculum and outside the range of the pedagogical production function, making no further gains: 72 percent of in-school children after the unmitigated shock — related
• The unmitigated shock reduces the share of the grade 3 cohort reaching SDG minimum proficiency in mathematics by grade 10 from 7 percent to 3 percent — related
• Grade retention and tracking students into remedial instruction undermine achievement, while formative assessment with acceleration strategies improves learning — related