Each week of full school closure is associated with an additional 0.44-point decline in mathematics achievement¶

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 interaction of the 2022 indicator with weeks of full UNESCO closure yields −0.44 points per week of closures. → 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

Regression interaction term between the 2022 departure and weeks of full UNESCO closures across 72 countries. The article reports "one week of school closures is associated with an additional decline in student achievement", with per-week estimates varying across the four closure measures.

"The clearest definition is the full closure de fined by UNESCO; thus, this parameter (−0.44) will be used further to estimate the global welfare losses."

Discussion¶

Related Claims¶

• 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
• Closure-duration losses are larger for boys and immigrant students: boys' overall loss equals girls' at about 40 weeks of full closures, and immigrants' equals natives' at about 25 weeks — related
• The pandemic strengthened the link between socioeconomic status and mathematics scores, but only in countries with closures shorter than 22 weeks — related