Controversies behind COVID learning loss: Historical issues, current measurements, and future strategies

Zhang, Qiyang; Storey, Nathan

doi:10.1080/00405841.2022.2096380

Cited by 10 publications

(6 citation statements)

References 22 publications

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“…In responding to the learning loss experienced by students during the COVID-19 pandemic, as well as addressing more systemic inequities in the formal schooling system in Brazil, we suggest that public policy makers pay considerable attention to social, economic, and educational disparities. In line with Zhang and Storey (2022), we argue that solutions for pandemic learning losses should provide support to historically marginalized groups and that recovery plans should prioritize vulnerable children and youth.…”

Section: Policy Implicationsmentioning

confidence: 69%

COVID-19 learning loss and recovery in Brazil: Assessing gaps across social groups

Miranda,

Baum

2024

EPAA

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Students in over 150 countries experienced school closures throughout the COVID-19 pandemic. In the years following, a growing body of literature seeks to estimate the impacts of these education disruptions on a diverse set of outcomes, including student learning. This article adds to this research by examining causal evidence through a difference-in-differences framework (DID). Results suggest that school closures led to learning losses in math for high school seniors in public schools in the Federal District (DF) in Brazil. And while all racial groups experienced learning loss, White and Asian students experienced the most significant losses in 2020. We find no evidence of learning recovery from 2020 to 2021 for any racial groups, suggesting that learning losses persisted into school reopening. We do find, however, possible signs of recovery for female senior students compared to male students. Nevertheless, male and female performance differences are still prominent when analyzing data from 2016 to 2021. The utilization of critical policy analysis and the effectively maintained inequality frameworks can offer insights into significant learning disparities experienced by students.

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Section: Policy Implicationsmentioning

confidence: 69%

COVID-19 learning loss and recovery in Brazil: Assessing gaps across social groups

Miranda,

Baum

2024

EPAA

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“…These disparities continued to grow as many school districts remained online well into 2021. And now, as public schools are predominately back to in-person instruction, it is clear that ongoing social and class disparities impact student learning [8] and mental health [9,10]. COVID-19 did not create these divides, but the ongoing impacts of the pandemic on our educational system exacerbate them.…”

Section: Growing Disparitiesmentioning

confidence: 99%

Deepening Divides or Inciting Change? Ongoing Impacts of COVID-19 on Teaching and Teacher Education in the United States

Borrero

2024

COVID

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Through the lenses of teaching and teacher education, this article explores the evolving impacts of the COVID-19 pandemic on education. Challenges associated with COVID-19 in schooling, learning, teaching, and teacher education are highlighted to showcase ongoing systemic inadequacies and emerging opportunities for change. Cultural assets are presented as a theoretical framework for bridging gaps between individualistic and collective approaches to learning. Specific classroom projects that foster cultural assets are connected with a larger educational movement for Ethnic Studies in public education in the United States to provide examples of ways that education can evolve in more equitable ways into the future.

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“…While child and adolescent mental health has always been a concern, the need for services for school-age children is even greater, as mental health needs have increased as a result of the COVID-19 pandemic (Pfefferbaum, 2021). Given limited resources, investment in students' mental health and overall well-being often faces competition from investment in academic achievement given the intense pressure to enhance performance (Zhang & Storey, 2022). It is essential that any efforts to provide school-based mental health interventions using this limited funding prioritize evidencebased interventions.…”

Section: Implications For Policymentioning

confidence: 99%

School-based Mental Health Interventions Targeting Depression or Anxiety: A Meta-analysis of Rigorous Randomized Controlled Trials for School-aged Children and Adolescents

Zhang

Wang

Neitzel

2022

J Youth Adolescence

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Past meta-analyses in mental health interventions failed to use stringent inclusion criteria and diverse moderators, therefore, there is a need to employ more rigorous methods to provide evidence-based and updated results on this topic. This study presents an updated meta-analysis of interventions targeting anxiety or depression using more stringent inclusion criteria (e.g., baseline equivalence, no significant differential attrition) and additional moderators (e.g., sample size and program duration) than previous reviews. This meta-analysis includes 29 studies of 32 programs and 22,420 students (52% female, 79% White). Among these studies, 22 include anxiety outcomes and 24 include depression outcomes. Overall, school-based mental health interventions in grades K-12 are effective at reducing depression and anxiety (ES = 0.24, p = 0.002). Moderator analysis shows that improved outcomes for studies with anxiety outcomes, cognitive behavioral therapy, interventions delivered by clinicians, and secondary school populations. Selection modeling reveals significant publication and outcome selection bias. This meta-analysis suggests school-based mental health programs should strive to adopt cognitive behavioral therapy and deliver through clinicians at the secondary school level where possible.

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Controversies behind COVID learning loss: Historical issues, current measurements, and future strategies

Cited by 10 publications

References 22 publications

COVID-19 learning loss and recovery in Brazil: Assessing gaps across social groups

COVID-19 learning loss and recovery in Brazil: Assessing gaps across social groups

Deepening Divides or Inciting Change? Ongoing Impacts of COVID-19 on Teaching and Teacher Education in the United States

School-based Mental Health Interventions Targeting Depression or Anxiety: A Meta-analysis of Rigorous Randomized Controlled Trials for School-aged Children and Adolescents

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