Short- and long-term effects of COVID-related kindergarten and school closures on first- to eighth-grade students? school readiness skills and mathematics, reading and science learning

被引：12

作者：

Molnar, Gyongyver ^{[1
]}

Hermann, Zoltan ^{[2
,3
]}

机构：

[1] Univ Szeged, Inst Educ, MTA SZTE Digital Learning Res Grp, Szeged, Hungary

[2] Corvinus Univ Budapest, Inst Econ, Ctr Econ & Reg Studies, Budapest, Hungary

[3] Corvinus Univ Budapest, Inst Econ, Budapest, Hungary

来源：

LEARNING AND INSTRUCTION | 2023年 / 83卷

基金：

匈牙利科学研究基金会;

关键词：

Long-term learning loss; Remote learning; K-8; students; School readiness; Three main domains of education; ABSENCES;

D O I：

10.1016/j.learninstruc.2022.101706

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Remote learning during the COVID pandemic has led to short- and long-term consequences for students' learning. So far, data on learning loss in early schooling have been limited. In this paper, we evaluate the effect of remote learning on 1st graders' school readiness skills and 2nd-8th graders' performance in mathematics, reading and science using rich data collected in Hungary before and during the pandemic (n approximate to 55,000). The results show that kindergarten children and 1st-4th-grade students were significantly negatively affected by COVID restrictions compared to their older peers. This difference was extremely large in schools with a high share of disadvantaged students. More specifically, 1st-4th-grade low-SES students made little or no progress while learning from home.

引用

页数：13