Learning loss during Covid-19: An early systematic review
Open accessAbstract
With Covid-19 having caused significant disruption to the global education system, researchers are beginning to become concerned with the impact that this has had on student learning progress and, in particular, whether learning loss has been experienced. To evaluate this, the authors conducted a thorough analysis of recorded learning loss evidence documented between March 2020 and March 2021. This systematic review aims to consolidate available data and to document what has been reported in the literature. Given the novelty of the subject, eight studies were identified; seven of these found evidence of student learning loss among at least some of the participants while one of the seven also found instances of learning gains in a particular subgroup. The remaining study found increased learning gains in their participants. Additionally, four of the studies observed increases in inequality where certain demographics of students experienced learning losses more significant than others. It is determined that further research is needed to increase the quantity of studies produced, their geographical focus, and the numbers of students they observe.
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Claims the paper makes
0 of 27 cited sources checked · 0 supported · 0 flagged
- Findingcitation
Tomasik, Helbling, and Moser (2020) reported that primary-school students in Switzerland made more than twice as much progress during in-person learning as during the eight-week school closure.
“Tomasik, Helbling, and Moser (2020) found learning progress of primary-school students in Switzerland during in-person learning to be more than twice as high compared to the progress made during the eight-week school closure.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Tomasik, Helbling, & Moser (2020) source
Not checked in the free run.
- Findingcitation
Engzell et al. (2021) found that learning losses were up to 60 percent larger among students from uneducated homes.
“Engzell et al. (2021) determined that losses were up to 60 percent larger among students from uneducated homes.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Engzell et al. (2021)
Not checked in the free run.
- Findingown data
The review identified eight studies that met its inclusion criteria.
“After this screening process, eight articles remained (Table 1).”
- Also stated in: § Abstract · plain
“Given the novelty of the subject, eight studies were identified”
Quote in the paperSubstantial claim - Also stated in: § Abstract · plain
- Findingcitation
Maldonado and De Witte (2020) reported that Grade 6 students in Belgium lost 0.29 SD in Dutch.
“Maldonado and De Witte (2020) found Grade 6 students in Belgium experienced losses of 0.19 SD in math and 0.29 SD in Dutch.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Maldonado & De Witte (2020)
Not checked in the free run.
- Findingown data
The eighth included study reported increased learning gains among its participants.
“The remaining study found increased learning gains in their participants.”
- Also stated in: § Conclusion · plain
“The remaining study observed learning gains among university students.”
Quote in the paperNot a substantial claim - Also stated in: § Conclusion · plain
- Findingcitation
Orlov et al. (2020) reported that economics students at four USA universities were 0.19 SD behind.
“Orlov et al. (2020) determined that economics students at four USA universities were 0.19 SD behind.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Orlov et al. (2020)
Not checked in the free run.
- Findingcitation
Schult, Mahler, Fauth, and Lindner (2021) reported that Grade 5 students in Germany lost 0.07 SD in reading comprehension.
“Schult, Mahler, Fauth, and Lindner (2021) find learning losses of 0.07 SD in reading comprehension, 0.09 in operations, and 0.03 in numbers for Grade 5 students in Germany.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Schult, Mahler, Fauth, & Lindner (2021)
Not checked in the free run.
- Findingown data
The learning losses reported in the included studies spanned multiple subjects, grade levels, and geographic regions.
“These observed losses are occurring across a range of subjects, grade levels, and geographical regions.”
Quote in the paperNot a substantial claim - Findingcitation
Schult et al. (2021) reported that Grade 5 students in Germany lost 0.03 SD in numbers.
“Schult, Mahler, Fauth, and Lindner (2021) find learning losses of 0.07 SD in reading comprehension, 0.09 in operations, and 0.03 in numbers for Grade 5 students in Germany.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Schult, Mahler, Fauth, & Lindner (2021)
Not checked in the free run.
- Findingcitation
Schult et al. (2021) reported that Grade 5 students in Germany lost 0.09 SD in operations.
“Schult, Mahler, Fauth, and Lindner (2021) find learning losses of 0.07 SD in reading comprehension, 0.09 in operations, and 0.03 in numbers for Grade 5 students in Germany.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Schult, Mahler, Fauth, & Lindner (2021)
Not checked in the free run.
- Findingcitation
Gore et al. (2021) reported that Year 3 students studying math in low ICSEA schools in Australia were two months behind the progress made by students in 2019.
“Gore et al. (2021) found Year 3 students studying math in low ICSEA (Index of Community Socio-Educational Advantage) schools in Australia to be two months behind the progress students made in 2019.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Gore et al. (2021) source
Not checked in the free run.
- Findingcitation
Maldonado and De Witte (2020) observed that inequality within schools rose by 17 percent for math.
“Maldonado and De Witte (2020) observed inequality within schools rise by 17 percent for math and 20 percent for Dutch.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Maldonado & De Witte (2020)
Not checked in the free run.
- Findingown data
Seven of the eight included studies reported evidence of learning loss among at least some participants.
“As indicated in Table 3, we find that seven out of the eight studies identified learning loss among at least some of the students analyzed.”
- Also stated in: § Conclusion · plain
“Seven of the eight found evidence of student learning loss among participants”
Quote in the paperSubstantial claim - Also stated in: § Conclusion · plain
- Findingcitation
Kuhfeld, Tarasawa, Johnson, Ruzek, and Lewis (2020) reported that Grade 3-8 students in the USA scored 5-10 percentile points below historic levels in math.
“Kuhfeld, Tarasawa, Johnson, Ruzek, and Lewis (2020) found that Grade 3–8 students in the USA scored 5–10 percentile points below historic levels in math.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Kuhfeld, Tarasawa, Johnson, Ruzek, & Lewis (2020)
Not checked in the free run.
- Findingcitation
Maldonado and De Witte (2020) observed that inequality within schools rose by 20 percent for Dutch.
“Maldonado and De Witte (2020) observed inequality within schools rise by 17 percent for math and 20 percent for Dutch.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Maldonado & De Witte (2020)
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- Findingcitation
Gonzalez et al. (2020) reported that learning outcomes improved for 458 students in STEM faculties at a single university in Spain.
“At the university level, in a single university, for 458 students in STEM faculties, learning outcomes actually improved (Gonzalez et al., 2020).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Gonzalez et al. (2020) source
Not checked in the free run.
- Findingcitation
Maldonado and De Witte (2020) reported that Grade 6 students in Belgium lost 0.19 SD in math.
“Maldonado and De Witte (2020) found Grade 6 students in Belgium experienced losses of 0.19 SD in math and 0.29 SD in Dutch.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Maldonado & De Witte (2020)
Not checked in the free run.
- Findingown data
One of the seven studies reporting learning loss also reported learning gains in a specific subgroup.
“seven of these found evidence of student learning loss among at least some of the participants while one of the seven also found instances of learning gains in a particular subgroup.”
- Also stated in: § Conclusion · plain
“Seven of the eight found evidence of student learning loss among participants while one of these found instances of learning gains in a particular subgroup.”
Quote in the paperNot a substantial claim - Also stated in: § Conclusion · plain
- Findingcitation
Engzell, Frey, and Verhagen (2021) reported that Grade 4-7 students in the Netherlands experienced an average learning loss of 0.08 SD across math, spelling, and reading.
“Engzell, Frey, and Verhagen (2021) find that, overall, Grade 4–7 students in the Netherlands have encountered an average 0.08 SD learning loss in math, spelling, and reading.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Engzell, Frey, & Verhagen (2021)
Not checked in the free run.
- Findingnone given
The available information is limited to Belgium, The Netherlands, Switzerland, Spain, the United States, and Australia.
“The only limited information that is currently available is from Belgium, The Netherlands, Switzerland, Spain, the United States, and Australia.”
Quote in the paperSubstantial claim - Findingcitation
Kuhfeld et al. (2020) found inconclusive and minor differences between ethnic or racial groups.
“Kuhfeld et al. (2020) found inconclusive and minor differences between ethnic or racial groups.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Kuhfeld et al. (2020)
Not checked in the free run.
- Findingcitation
Gore et al. (2021) found that the only losses occurred among students from low-ICSEA schools.
“Gore et al. (2021) found the only losses to be among students from low-ICSEA schools”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Gore et al. (2021) source
Not checked in the free run.
- Findingcitation
Schult et al. (2021) found that math losses among Grade 5 students were more severe in low-achieving students.
“Schult et al. (2021) found losses in math among Grade 5 students to be more severe in low achieving students.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Schult et al. (2021)
Not checked in the free run.
- Findingcitation
Gore et al. (2021) found that mid-ICSEA students experienced small gains.
“Gore et al. (2021) found there to be no evidence of overall learning loss in Year 3 and 4 students in math and reading with the exceptions being Year 3 students in math in low-ICSEA schools who experienced losses, while mid-ICSEA students experienced small gains.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Gore et al. (2021) source
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- Findingcitation
Tomasik et al. (2020) found no impact on secondary students.
“while Tomasik et al. (2020) found primary students to be impacted, they found no impact on secondary students.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Tomasik et al. (2020) source
Not checked in the free run.
- Findingown data
Many of the studies analyzed in the review had limited numbers of participants.
“Last, many of the studies themselves who were analyzed in this systematic review had limited numbers of participants.”
Quote in the paperSubstantial claim - Findingcitation
Gore et al. (2021) found no evidence of overall learning loss in Year 3 and 4 students in math and reading.
“Gore et al. (2021) found there to be no evidence of overall learning loss in Year 3 and 4 students in math and reading with the exceptions being Year 3 students in math in low-ICSEA schools who experienced losses, while mid-ICSEA students experienced small gains.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Gore et al. (2021) source
Not checked in the free run.
- Findingown data
Of the eight included studies, only one found that demographics had no impact on learning loss.
“Of the eight studies, four found instances of inequality, while only one found demographics exclusively to have no impact on learning loss.”
Quote in the paperNot a substantial claim - Findingcitation
Schult et al. (2021) found that reading comprehension losses were more severe among middle- to high-achieving students.
“In reading comprehension, Schult et al. (2021) found more severe losses among middle- to high-achieving students.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Schult et al. (2021)
Not checked in the free run.
- Interpretationreasoning
Learning loss is occurring.
“Learning loss is being experienced.”
Quote in the paperSubstantial claim- Rests on an assumption: The learning losses reported in the included studies are attributable to Covid-19 school disruptions rather than other factors.
- Rests on an assumption: The findings of the included studies are valid and reliable enough to support the review's conclusions.
- Rests on an assumption: The included studies' measures of learning loss are comparable enough to be synthesized.
- Interpretationcitation
Not all students are experiencing learning loss.
“Not all students are experiencing learning loss.”
Quote in the paperSubstantial claim- Rests on an assumption: The learning losses reported in the included studies are attributable to Covid-19 school disruptions rather than other factors.
- Rests on an assumption: The findings of the included studies are valid and reliable enough to support the review's conclusions.
- Interpretationcitation
Some students are experiencing more learning loss than others.
“Some students are experiencing more learning loss than others.”
Quote in the paperSubstantial claim- Rests on an assumption: The learning losses reported in the included studies are attributable to Covid-19 school disruptions rather than other factors.
- Rests on an assumption: The findings of the included studies are valid and reliable enough to support the review's conclusions.
- Rests on an assumption: The included studies' measures of learning loss are comparable enough to be synthesized.
- Interpretationreasoning
Students in early grades may be more vulnerable than secondary students because they are less able to seek learning on their own due to developmental and cognitive differences.
“This is consistent with the literature showing that students in the early grades may be more vulnerable than secondary students because of their inability to seek learning on their own, due to the differences in developmental and cognitive abilities.”
Quote in the paperNot a substantial claim- Rests on an assumption: The learning losses reported in the included studies are attributable to Covid-19 school disruptions rather than other factors.
- Rests on an assumption: The findings of the included studies are valid and reliable enough to support the review's conclusions.
- Classified as probably not a substantial claim. 11
- The quote only partly states this claim. 2
- May combine two claims. 6
Probably not a substantial claim: may not pass S3 (load-bearing). The quote only partly states this claim.
FindingcitationMaldonado and De Witte (2020) reported insignificant impacts in social science for Grade 6 students in Belgium.
“both Maldonado and De Witte (2020) as well as Kuhfeld et al. (2020) found learning losses in certain subjects but insignificant impacts in others.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Maldonado & De Witte (2020)
Not checked in the free run.
May combine two claims.
Findingown dataFour of the eight included studies reported increased inequality, with certain demographic groups experiencing larger learning losses than others.
“Additionally, four of the studies observed increases in inequality where certain demographics of students experienced learning losses more significant than others.”
- Also stated in: § Discussion · plain
“Of the eight studies, four found instances of inequality”
Quote in the paperSubstantial claim- Also stated in: § Discussion · plain
May combine two claims.
FindingcitationGore et al. (2021) found both instances of increased inequality and instances of no change.
“Gore et al. (2021) found instances of increased inequality as well as instances of no change.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Gore et al. (2021) source
Not checked in the free run.
The quote only partly states this claim.
FindingcitationKuhfeld et al. (2020) found insignificant impacts in reading for Grade 3-8 students in the USA.
“both Maldonado and De Witte (2020) as well as Kuhfeld et al. (2020) found learning losses in certain subjects but insignificant impacts in others.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Kuhfeld et al. (2020)
Not checked in the free run.
Probably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataThe majority of articles identified in the search pertained to hypothesized or predicted learning loss.
“When conducting the search analysis, thousands of articles were identified; however, the majority of these pertained to hypothesized or predicted learning loss.”
Quote in the paperNot a substantial claimMay combine two claims.
FindingreasoningThe literature on Covid-19's impact on student learning progress is limited in the number of studies, geographic regions analyzed, and participating students.
“In general, the literature representing the impact that Covid-19 has had on student learning progress is limited in the quantity of studies available, geographical regions analyzed, and number of participating students.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationCurrie and Thomas (2001) observed that a 0.20 SD decrease in standardized test scores could decrease future employment probability by 0.86 percent.
“Currie and Thomas (2001) put this into perspective because they observe that a 0.20 standard deviation (SD) decrease in standardized test scores could decrease future employment probability by 0.86 percent.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Currie and Thomas (2001)
Not checked in the free run.
Classified as probably not a substantial claim. May combine two claims.
Study design and conductown dataThe search used English-language articles published between March 1, 2020, and March 18, 2021, across ECONLIT, Google Scholar, PubMed, ERIC, and Cochrane Library.
“The initial search was performed using English-language articles published between March 1, 2020, and March 18, 2021.”
- Also stated in: § Methodology · plain
“To ensure a comprehensive, multidisciplinary search, the electronic databases included were ECONLIT, Google Scholar, PubMed, Education Resources Information Center, and Cochrane Library.”
Quote in the paperSubstantial claim- Also stated in: § Methodology · plain
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationPsacharopoulos and Patrinos (2018) found that another year of schooling is associated with an 8-9 percent gain in future earnings.
“Likewise, another year of schooling is, on average, associated with an 8–9 percent gain in future earnings (Psacharopoulos & Patrinos, 2018).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Psacharopoulos & Patrinos (2018) source
Not checked in the free run.
Classified as probably not a substantial claim.
Study design and conductown dataThe search combined keywords for Covid-19 with keywords for learning loss, learning slide, education gap, or achievement gap.
“To conduct the search, the keywords “Covid-19”, “coronavirus”, “2019-ncov”, “sars-cov-2”, or “cov-19”, were used in combination with “learning loss”, “learning slide”, “education gap”, or “achievement gap”.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing), S4 (based).
Interpretationnone givenTo the authors' knowledge, this is the first systematic review of its kind.
“To the best of our knowledge, this is the first systematic review of its kind.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Study design and conductreasoningArticle abstracts were screened to narrow the results to studies with recorded outcomes.
“To narrow this down to studies with recorded results, article abstracts were then screened.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
Study design and conductnone givenStudies were included if they conducted student analyses and reported impacts on learning progress, whether positive, negative, or insignificant, due to Covid-19 school disruptions.
“Studies that conducted student analyses and reported impacts on learning progress (either positive, negative, or insignificant) as a result of Covid-19 school disruptions were included.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationChetty et al. (2014) observed that increasing student achievement by 0.20 SD results on average in a 2.6 percent increase in annual lifetime earnings.
“Additionally, Chetty et al. (2014) observe that increasing student achievement by 0.20 SD results on average in a 2.6 percent increase in annual lifetime earnings (Maldonado & De Witte, 2020).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Chetty et al. (2014) source
Not checked in the free run.
Classified as probably not a substantial claim. May combine two claims.
Study design and conductreasoningStudies were excluded if they lacked student analyses or recorded impacts, occurred before Covid-19, or reported hypothesized results.
“Factors for rejecting studies from our review included the absence of student analyses or recorded impacts on learning progress, analyses occurring before the onset of Covid-19, or hypothesized results.”
Quote in the paperSubstantial claimMay combine two claims.
InterpretationreasoningAlthough robust empirical research on Covid-19-related learning loss is limited, learning loss itself may not be limited.
“This signals that although robust and empirical research on Covid-19-related student learning loss is limited, learning loss itself may not be.”
Quote in the paperSubstantial claim- Rests on an assumption: The learning losses reported in the included studies are attributable to Covid-19 school disruptions rather than other factors.
- Rests on an assumption: The findings of the included studies are valid and reliable enough to support the review's conclusions.
- Rests on an assumption: The included studies' measures of learning loss are comparable enough to be synthesized.
The paper relies on this without support.
The learning losses reported in the included studies are attributable to Covid-19 school disruptions rather than other factors.
“Covid-19-related student learning loss”
The paper relies on this without support.
The findings of the included studies are valid and reliable enough to support the review's conclusions.
“the early findings of seven studies provide evidence of experienced learning losses”
The paper relies on this without support.
The included studies' measures of learning loss are comparable enough to be synthesized.
“These observed losses are occurring across a range of subjects, grade levels, and geographical regions.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Systematic reviews and meta-analyses suggest an average learning loss attributable to COVID-19 school closures of 0.17 of a standard deviation, at least one-third of a year's worth of learning.
“Nevertheless, there are several systematic reviews and meta-analyses, and these suggest an average learning loss attributable to COVID-19 school closures of 0.17 of a standard deviation—that is, at least one-third of a year’s worth of learning16–20.”
From COVID-19, school closures, and student learning outcomes. New global evidence from PISA (2025) · cites this paper as [17]
The Analytical review (page unavailable) reports learning losses in seven of eight studies, supporting the general claim that COVID-19 school closures were associated with learning loss. It gives results for individual studies, but does not report an overall average of 0.17 standard deviations or equate that figure to at least one-third of a year’s learning. (LLM, conf=0.87)
Experimental — accuracy not yet measuredThe study's results are similar to what systematic reviews are finding.
“Interestingly, our results are similar to what systematic reviews are finding learning16–20,44,45.”
From COVID-19, school closures, and student learning outcomes. New global evidence from PISA (2025) · cites this paper as [17]
There is already a relatively large consensus in the literature that student learning suffered a setback due to Covid-19.
“While in the literature there is already a relatively large consensus that student learning suffered a setback due to Covid-19, as pointed out by several researchers (e.g., Donnelly & Patrinos, 2022; Patrinos et al., 2022)”
From The impact of Covid-19 on student achievement: Evidence from a recent meta-analysis (2023) · cites this paper as Donnelly & Patrinos, 2022
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Germany is omitted from the list of countries studied
MinorThe discussion says the available studies cover only six named countries, but Table 3 also includes a study from Germany.
“The only limited information that is currently available is from Belgium, The Netherlands, Switzerland, Spain, the United States, and Australia.”
“| Schult, Mahler, Fauth, & Lindner (2021) | Germany | 8.5 weeks | Primary (Grade 5) | Reading | 0.07 SD | Yes | 80,000 students |”
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Learning loss due to school closures during the COVID-19 pandemic
Engzell, P., Frey, A., & Verhagen, M. D. (2021) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.2022376118 · Cited by 1,848 · cited 1× · see citing works
“Engzell, Frey, and Verhagen (2021) find that, overall, Grade 4–7 students in the Netherlands have encountered an average 0.08 SD learning loss in math, spelling, and reading.”
BackgroundInfluentialLearning loss due to school closures during the COVID-19 pandemic
Engzell, P., Frey, A., & Verhagen, M. D. (2020) · doi:10.31235/osf.io/ve4z7 · Cited by 1,739 · see citing works
Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood
Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014) · American Economic Review · doi:10.1257/aer.104.9.2633 · Cited by 1,717 · see citing works
Returns to investment in education: a decennial review of the global literature
Psacharopoulos, G., & Patrinos, H. A. (2018) · Education Economics · doi:10.1080/09645292.2018.1484426 · Cited by 869 · cited 2× · see citing works
“Likewise, another year of schooling is, on average, associated with an 8–9 percent gain in future earnings (Psacharopoulos & Patrinos, 2018).”
Self-citationInfluence of COVID-19 confinement on students’ performance in higher education
Gonzalez, T., de la Rubia, M. A., Hincz, K. P., Comas-Lopez, M., Subirats, L., Fort, S., & Sacha, G. M. (2020) · PLOS ONE · doi:10.1371/journal.pone.0239490 · Cited by 743 · cited 2× · see citing works
“Gore et al. (2021) found Year 3 students studying math in low ICSEA (Index of Community Socio-Educational Advantage) schools in Australia to be two months behind the progress students made in 2019.”
BackgroundThe effect of school closures on standardised student test outcomes
Maldonado, J. E., & De Witte, K. (2022) · British Educational Research Journal · doi:10.1002/berj.3754 · Cited by 499 · see citing works
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Tomasik, M. J., Helbling, L. A., & Moser, U. (2021) · International Journal of Psychology · doi:10.1002/ijop.12728 · Cited by 378 · cited 1× · see citing works
“Tomasik, Helbling, and Moser (2020) found learning progress of primary-school students in Switzerland during in-person learning to be more than twice as high compared to the progress made during the eight-week school closure.”
ResultHasan, A., Azevedo, J. P., Goldemberg, D., Geven, K., & Iqbal, S. A. (2021) · doi:10.1596/40037 · Cited by 349 · see citing works
Returns to investment in education
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Self-citationSchult, J., Mahler, N., Fauth, B., & Lindner, M. A. (2021) · doi:10.31234/osf.io/pqtgf · Cited by 262 · see citing works
Schult, J., Mahler, N., Fauth, B., & Lindner, M. A. (2022) · School Effectiveness and School Improvement · doi:10.1080/09243453.2022.2061014 · Cited by 262 · see citing works
The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study
Gore, J., Fray, L., Miller, A., Harris, J., & Taggart, W. (2021) · The Australian Educational Researcher · doi:10.1007/s13384-021-00436-w · Cited by 201 · cited 9× · see citing works
“Table 1 Studies included Title Authors Learning inequality during the Covid-19 pandemic Engzell, Frey, & Verhagen (2021) Influence of Covid-19 confinement on students’ performance in higher education Gonzalez, de la Rubia, Hincz, Comas-Lopez, Subirats, Fort, & Sacha (2020) The impact of Covid-19 on student learning in…”
BackgroundMethodInfluentialEarly test scores, school quality and SES: Longrun effects on wage and employment outcomes
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“Currie and Thomas (2001) put this into perspective as they observe that a 0.20 decrease in standardized test scores could decrease future employment probability by 0.86 percent. Additionally, Chetty et al. (2014) observe that increasing student achievement by 0.”
BackgroundInfluentialLearning during the COVID-19 pandemic: It is not who you teach, but how you teach
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Learning During the COVID-19 Pandemic: It Is Not Who You Teach, but How You Teach
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Cited by
Sorted by citations
Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood
Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014) · American Economic Review · doi:10.1257/aer.104.9.2633 · Cited by 1,717 · see citing works
A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic
Betthäuser, B. A., Bach-Mortensen, A. M., & Engzell, P. (2023) · Nature Human Behaviour · doi:10.1038/s41562-022-01506-4 · Cited by 568 · see citing works
The impact of Covid-19 on student achievement: Evidence from a recent meta-analysis
Di Pietro, G. (2023) · Educational Research Review · doi:10.1016/j.edurev.2023.100530 · Cited by 173 · see citing works
“The reviews by Patrinos et al. (2022), Moscoviz and Evans (2022), Donnelly and Patrinos (2022), Hammerstein et al. (2021) and Zierer (2021) summarised the results of 35 studies, 29 studies, 8 studies, 11 studies and 9 studies, respectively.”
Hevia, F. J., Vergara-Lope, S., Velásquez-Durán, A., & Calderón, D. (2022) · International Journal of Educational Development · doi:10.1016/j.ijedudev.2021.102515 · Cited by 158 · see citing works
The impacts of remote learning in secondary education during the pandemic in Brazil
Lichand, G., Doria, C. A., Leal-Neto, O., & Fernandes, J. P. C. (2022) · Nature Human Behaviour · doi:10.1038/s41562-022-01350-6 · Cited by 139 · see citing works
Remote Learning During COVID-19
Munoz-Najar, A., Gilberto, A., Hasan, A., Cobo, C., Azevedo, J. P., & Akmal, M. (2021) · World Bank, Washington, DC eBooks · doi:10.1596/36665 · Cited by 97 · see citing works
Gherghel, C., Yasuda, S., & Kita, Y. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104795 · Cited by 76 · see citing works
Widnall, E., Adams, E. A., Plackett, R., Winstone, L., Haworth, C. M. A., Mars, B., & Kidger, J. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19127163 · Cited by 63 · see citing works
“In addition to social and mental health impacts, there is added concern around loss of learning due to school closures causing a significant disruption to the education system [7].”
BackgroundFütterer, T., Hoch, E., Lachner, A., Scheiter, K., & Stürmer, K. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104788 · Cited by 77 · see citing works
“…shown learning losses related to distance learning during the COVID-19-related school closures (e.g., Betth ¨ auser, Bach-Mortensen, & Engzell, 2023; Donnelly & Patrinos, 2021; Hammerstein, K ¨ onig, Dreis ¨ orner, & Frey, 2021; Schult, Mahler, Fauth, & Lindner, 2022; Zierer, 2021); however, due…”
Penyusunan Instrumen Asesmen Diagnostik untuk Persiapan Kurikulum Merdeka
Supriyadi, S., Lia, R. M., Rusilowati, A., et al. (2022) · Journal of Community Empowerment · doi:10.15294/jce.v2i2.61886 · Cited by 52 · see citing works
“Hal ini berdasar pada beberapa hal berikut: Pertama; Pandemi Covid-19 telah menyebabkan adanya learning loss di beberapa negara maju (Donnelly & Patrinos, 2021) ini juga terindikasi terjadi SD-SD di kecamatan Banyubiru.”
BackgroundKlosky, J. V., Gazmararian, J. A., Casimir, O. A., & Blake, S. (2022) · Journal of School Health · doi:10.1111/josh.13185 · Cited by 45 · see citing works
Schult, J., Mahler, N., Fauth, B., & Lindner, M. A. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.867316 · Cited by 50 · see citing works
“The corresponding learning loss during the first pandemic wave has been summarized by several systematic reviews and metaanalyses (De Witte and Smet, 2021; Donnelly and Patrinos, 2021; Hammerstein et al., 2021; Panagouli et al., 2021; Zierer, 2021).”
BackgroundSaid, M. A., Riyadh, S. M., Al‐Kaff, N. S., et al. (2022) · Arabian Journal of Chemistry · doi:10.1016/j.arabjc.2022.104101 · Cited by 42 · see citing works
Mathematics Distance Learning and Learning Loss During COVID-19 Pandemic: Teachers’ Perspectives
Tashtoush, M. A., Wardat, Y., & Elsayed, A. M. A. (2023) · Journal of Higher Education Theory and Practice · doi:10.33423/jhetp.v23i5.5933 · Cited by 41 · see citing works
“By reviewing the theoretical and related literature and looking at some measures of learning loss in mathematics (Donnelly & Patrinos, 2021; Wahyudi, 2021; Haser, et al., 2022).”
InfluentialLi, L., Zhang, R., & Piper, A. M. (2023) · Computers in Human Behavior Reports · doi:10.1016/j.chbr.2023.100326 · Cited by 53 · see citing works
COVID-19, school closures, and student learning outcomes. New global evidence from PISA
Jakubowski, M., Gajderowicz, T., & Patrinos, H. A. (2025) · npj Science of Learning · doi:10.1038/s41539-025-00297-3 · Cited by 39 · see citing works
“Country studies show large losses (Alasino et al. 2024; Betthäuser et al. 2023; Carlana and La Ferrara 2023; Donnelly and Patrinos 2021; Engzell et al. 2021; Hammerstein et al. 2021; Jack and Oster 2023; Jack et al 2022; Maldonado and De Witte 2022; Zierer 2021).”
Self-citationEarly Childhood Learning Losses during COVID-19: Systematic Review
Uğraş, M., ZENGİN, E., Papadakis, S., & Kalogiannakis, M. (2023) · Sustainability · doi:10.3390/su15076199 · Cited by 37 · see citing works
Liao, H., Ma, S., & Xue, H. (2022) · China Economic Review · doi:10.1016/j.chieco.2022.101847 · Cited by 48 · see citing works
Oportunidades educativas y la pandemia de la COVID-19 en América Latina
Reimers, F. (2021) · Revista Iberoamericana de Educación · doi:10.35362/rie8614557 · Cited by 27 · see citing works
Rohmah, Z., Hamamah, H., Junining, E., et al. (2024) · Cogent Education · doi:10.1080/2331186x.2023.2300182 · Cited by 26 · see citing works
COVID-19, School Closures, and Student Learning Outcomes: New Global Evidence from PISA
Jakubowski, M., Gajderowicz, T., & Patrinos, H. (2024) · doi:10.1596/1813-9450-10666 · Cited by 25 · see citing works
Self-citationEffects of the COVID-19 pandemic on reading performance of second grade children in Germany
Förster, N., Forthmann, B., Back, M. D., & Souvignier, E. (2022) · Reading and Writing · doi:10.1007/s11145-022-10379-y · Cited by 25 · see citing works
“…about student learning during the pandemic, researchers very quickly published initial studies on the effects of pandemicrelated school closures, which have been summarized in reviews and meta-analyses (Donnelly & Patrinos, 2021; Hammerstein et al., 2021; Panagouli et al., 2021; Zierer, 2021).”
BackgroundResultSOSIALISASI PLATFORM MERDEKA MENGAJAR SEBAGAI WADAH BELAJAR DAN BERKREASI GURU
Sari, A. S. L., Pramesti, C., Suryanti, S., et al. (2022) · Jurnal Penamas Adi Buana · doi:10.36456/penamas.vol6.no01.a6105 · Cited by 24 · see citing works
Starling‐Alves, I., Hirata, G., & Oliveira, J. B. A. E. (2023) · International Journal of Educational Development · doi:10.1016/j.ijedudev.2023.102753 · Cited by 30 · see citing works
Abu‐Melha, S., Edrees, M. M., Said, M. A., et al. (2022) · Molecules · doi:10.3390/molecules27020488 · Cited by 21 · see citing works
Doz, E., Cuder, A., Caputi, M., Pellizzoni, S., & Passolunghi, M. C. (2022) · Learning Environments Research · doi:10.1007/s10984-022-09451-9 · Cited by 22 · see citing works
The heterogeneity of Covid-19 learning loss across Italian primary and middle schools
Bertoletti, A., Cannistrà, M., Soncin, M., & Agasisti, T. (2023) · Economics of Education Review · doi:10.1016/j.econedurev.2023.102435 · Cited by 21 · see citing works
Schooling Interrupted: Educating Children and Youth in the Covid-19 Era
Anderson, L. W. (2021) · Center for Educational Policy Studies Journal · doi:10.26529/cepsj.1128 · Cited by 20 · see citing works
Will the last be the first? School closures and educational outcomes
Battisti, M., & Maggio, G. (2023) · European Economic Review · doi:10.1016/j.euroecorev.2023.104405 · Cited by 23 · see citing works
A year of missed opportunity: Post-Covid learning loss – A renewed call to action
Asadullah, M. N., Bouhlila, D. S., Chan, S., et al. (2023) · International Journal of Educational Development · doi:10.1016/j.ijedudev.2023.102770 · Cited by 20 · see citing works
“concern relates to the loss of learning among those who continue in education (Donnelly and Patrinos, 2021; World Bank Group, 2020).”
Abbas, A., Ar, A. Y., & Hosseini, S. (2024) · Research in Globalization · doi:10.1016/j.resglo.2024.100202 · Cited by 20 · see citing works
Education to Build Back Better
Reimers, F., Amaechi, U., Banerji, A., & Wang, M. (2022) · Springer eBooks · doi:10.1007/978-3-030-93951-9 · Cited by 23 · see citing works
Désiron, J. C., & Petko, D. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-11225-y · Cited by 18 · see citing works
“Further, experiences from the COVID-19 pandemic have stressed the importance of understanding the factors related to the successful integration of digital homework and the need to minimize the digital “homework gap” (Auxier & Anderson, 2020; Donnelly & Patrinos, 2021).”
BackgroundA meta-analysis of the impact of COVID-19 on student achievement
Storey, N., & Zhang, Q. (2024) · Educational Research Review · doi:10.1016/j.edurev.2024.100624 · Cited by 18 · see citing works
Learning loss and learning recovery
Patrinos, H. A. (2022) · DECISION · doi:10.1007/s40622-022-00317-w · Cited by 18 · see citing works
“Long-term, nation-wide school closures result in learning losses (Donnelly and Patrinos 2021; Hammerstein et al. 2021; Storey and Zhang 2021; Zierer 2021; Moscoviz and Evans 2022).”
BackgroundSelf-citationMărgărint, M. C., Kovačić, S., Albulescu, A.-C., & Miljković, Ð. (2023) · International Journal of Disaster Risk Reduction · doi:10.1016/j.ijdrr.2023.103549 · Cited by 17 · see citing works
Spitzer, M., & Moeller, K. (2024) · Computers and Education Open · doi:10.1016/j.caeo.2024.100162 · Cited by 16 · see citing works
Beyond COVID-19 Lockdowns: Rethinking Mathematics Education from a Student Perspective
Almarashdi, H. S. (2024) · Emerging Science Journal · doi:10.28991/esj-2024-sied1-010 · Cited by 16 · see citing works
“Many researchers reported that students faced learning deficits during the pandemic [55].”
BackgroundHealth promoting schools and COVID-19: preparing for the future
Sormunen, M., Lattke, L. S., Leksy, K., Dadaczynski, K., Sakellari, Ε., Velasco, V., Borzucka‐Sitkiewicz, K., Miranda-Velasco, M. J., Rabaglietti, E., & Rosario, R. V. (2022) · Scandinavian Journal of Public Health · doi:10.1177/14034948221091155 · Cited by 16 · see citing works
Peters, S. J., Langi, M., Kuhfeld, M., & Lewis, K. (2025) · Journal for the Education of the Gifted · doi:10.1177/01623532241301079 · Cited by 15 · see citing works
“…reported that compared to Fall 2019, Fall 2021 test scores were .20 to .27 standard deviations lower in math and .09 to .18 standard deviations lower in reading — what they referred to as un fi nished learning and others (e.g., Donnelly & Patrinos, 2022) have referred to as COVID learning loss.”
Chatzoglou, E., Fishstrom, S., Payne, S. B., Andress, T. T., & Vaughn, S. R. (2023) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2023.104585 · Cited by 14 · see citing works
The politicization of PISA in evidence-based policy discourses
Volante, L., & Mattei, P. (2024) · Policy Futures in Education · doi:10.1177/14782103241227309 · Cited by 14 · see citing works
“…and cross-national research studies have reported troubling learning losses associated with the pandemic (Bailey et al., 2021; Blazko et al., 2021; Donnelly and Patrinos, 2021; Dorn et al., 2020; Engzell et al., 2021; Kaffenberger, 2021; Maldonato and De Witte, 2022; Milner et al., 2021; Schnepf…”
Figas, K., Chandler, T., Niles, M. L., Chehoski, B. E., Parham, B. R., & Weist, M. D. (2024) · Behavioral Sciences · doi:10.3390/bs14080649 · Cited by 17 · see citing works
“…many school-level supports for students, precipitating decline in many students’ social, emotional, behavioral, and academic functioning [6–8 , 48 MHL programs may be especially impactful when implemented as part of a multi-tiered system of support, such as the Interconnected Systems…”
BackgroundGierczyk, M., & Hornby, G. (2023) · Preventing School Failure Alternative Education for Children and Youth · doi:10.1080/1045988x.2023.2204823 · Cited by 15 · see citing works
Haelermans, C., Jacobs, M., van der Velden, R., van Vugt, L., & van Wetten, S. (2022) · AEA Papers and Proceedings · doi:10.1257/pandp.20221107 · Cited by 13 · see citing works
Antonio‐Aguirre, B., Emge, G., & Collins, M. E. (2022) · The Journal of School Nursing · doi:10.1177/10598405221117511 · Cited by 13 · see citing works
“…given the marked learning loss documented during the pandemic, the inter-relatedness of vision and learning, and the critical role that vision screenings play in detecting children at risk for vision disorders (Donnelly & Patrinos, 2021; Hoofman & Secord, 2021; Neitzel et al., 2021; Ulum, 2022).”
BackgroundSchool Closure Policies and Student Reading Achievement: Evidence Across CountriesPreprint
Kennedy, A., & Strietholt, R. (2023) · doi:10.31219/osf.io/93rgz · Cited by 13 · see citing works
Reconceptualizing inclusive leadership to address diversity in schools
Bhowmik, M., Walker, A., & Bryant, D. A. (2023) · Multicultural Education Review · doi:10.1080/2005615x.2023.2250713 · Cited by 9 · see citing works
Tanri, A., Benny Aprial, M., Mashud, M., et al. (2023) · Retos · doi:10.47197/retos.v50.100587 · Cited by 12 · see citing works
Xiong, Y., Fang, S., & Shen, M. (2024) · Interactive Learning Environments · doi:10.1080/10494820.2024.2375347 · Cited by 12 · see citing works
“…consistently demonstrated that this sudden shift to remote learning, necessitated by the closure of physical campuses and the imposition of social isolation measures, has had detrimental effects on students ’ learning outcomes (Azevedo et al., 2021; Donnelly & Patrinos, 2021; Engzell et al., 2021).”
Back to school after COVID-19 pandemic: Resumption or transitional disruption?
Asadullah, M. N. (2024) · International Journal of Educational Development · doi:10.1016/j.ijedudev.2024.103086 · Cited by 12 · see citing works
Modeling Socio-Economic Consequences of COVID-19: An Evidence From Bibliometric Analysis
Ansari, Y., Arwab, M., Subhan, M., Alam, M. S., Hashmi, N. I., Hisam, M. W., & Zameer, M. N. (2022) · Frontiers in Environmental Science · doi:10.3389/fenvs.2022.941187 · Cited by 13 · see citing works
What’s Next? Lessons on Education Recovery
Fund, U. N. C., Bank, T. W., & OECD (2021) · OECD eBooks · doi:10.1787/697bc36e-en · Cited by 12 · see citing works
Haelermans, C., Jacobs, M., van Vugt, L., Aarts, B., Abbink, H., Smeets, C., van der Velden, R., & van Wetten, S. (2021) · doi:10.31219/osf.io/78fje · Cited by 12 · see citing works
Digital instructional leadership and teaching practices in an emergency context: Evidence from Italy
Moulin, L., & Soncin, M. (2024) · Educational Management Administration & Leadership · doi:10.1177/17411432241259824 · Cited by 11 · see citing works
Analisis Learning Loss dan Strategi Recovery Pasca Pembelajaran Jarak Jauh
Rejeki, N. (2022) · Nusantara Jurnal Pendidikan Indonesia · doi:10.14421/njpi.2022.v2i3-2 · Cited by 11 · see citing works
The ability of low- and High-SES schools to inhibit learning losses during the COVID-19 pandemic
Vit, E. (2022) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2022.100393 · Cited by 12 · see citing works
“The first reviews suggested that school closures harmed students’ achievement (Betthäuser et al., 2022; Donnelly & Patrinos, 2021; Hammerstein et al., 2021; Zierer, 2021).”
The Real Learning Loss: A Lost Opportunity to Reimagine Schooling
Robbins, K., & Cipollone, K. (2023) · Educational Studies · doi:10.1080/00131946.2023.2169695 · Cited by 12 · see citing works
“The term “learning loss” has been widely applied in discussions of the academic impact of time away from in-person instruction (e.g., Donnelly & Patrinos, 2021).”
BackgroundGambi, L., & Witte, K. D. (2024) · Labour Economics · doi:10.1016/j.labeco.2024.102549 · Cited by 10 · see citing works
Inequality in the shadow: The role of private tutoring in SES achievement gaps
Qi, Z., & Yu, A. (2024) · Social Science Research · doi:10.1016/j.ssresearch.2024.103053 · Cited by 17 · see citing works
Schult, J., Mahler, N., Fauth, B., et al. (2022) · doi:10.31234/osf.io/dfqeg · Cited by 10 · see citing works
Mendiola, M. S., Manzano-Patiño, A. P., García-Minjares, M., Casanova, E. R. B., Penilla, C. J. H., Goytia-Rodríguez, K., & Martínez-González, A. (2023) · Educational Assessment Evaluation and Accountability · doi:10.1007/s11092-023-09410-9 · Cited by 9 · see citing works
“Data are beginning to emerge regarding learning loss in basic education, but so far, these are scant in higher education (Azevedo et al., 2021; Engzell et al., 2021; Maldonado & De Witte, 2020; Donnelly & Patrinos, 2022).”
Li, Y., & Rahman, M. N. A. (2025) · European Journal of Education · doi:10.1111/ejed.70186 · Cited by 9 · see citing works
Mahendri, R. P., Amanda, M., Latifah, U., & Rawas, S. (2023) · Journal of Hypermedia & Technology-Enhanced Learning (J-HyTEL) · doi:10.58536/j-hytel.v1i1.18 · Cited by 9 · see citing works
Richter, C. G., Siegelman, N., Mahaffy, K. E., van den Bunt, M. R., Kearns, D. M., Landi, N., Sabatini, J., Pugh, K. R., & Hoeft, F. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.1001555 · Cited by 9 · see citing works
“This closure had a profound impact on the development of beginning readers (grades K-2; Bao et al., 2020; Donnelly and Patrinos, 2021; Tomasik et al., 2021) particularly for those children in special education and/or at-risk for learning disorders who may find remote/online learning especially…”
BackgroundEducational Loss at Times of Crisis: The Role of Games in Students’ Learning in Palestine and Iraq
Ali, K., Burgos, D., & Affouneh, S. J. (2023) · Sustainability · doi:10.3390/su15064983 · Cited by 13 · see citing works
Learning and happiness during Covid-19 school closure in urban Malaysia
Asadullah, M. N., & Tham, E. (2023) · International Journal of Educational Development · doi:10.1016/j.ijedudev.2023.102822 · Cited by 12 · see citing works
“A burgeoning literature has documented potential and actual losses in cognitive skills with the associated rise in learning poverty (Asian Development Bank, 2021; Donnelly and Patrinos, 2021; Engzell et al., 2021; Hevia et al., 2022; McBurnie et al., 2020).”
Tracking worldwide interest in sustainable development goals using culturomics
Correia, R. A., & Minin, E. D. (2023) · PLOS Sustainability and Transformation · doi:10.1371/journal.pstr.0000070 · Cited by 9 · see citing works
Measuring learning losses from delayed return to school: Evidence from Mexico
Székely, M., Flores-Ceceña, I., Hevia, F., & Calderón, D. (2024) · International Journal of Educational Development · doi:10.1016/j.ijedudev.2024.102998 · Cited by 12 · see citing works
Kurniadi, K., Wardani, L. M. I., & Rahmah, R. (2023) · Qeios · doi:10.32388/fo9zqo · Cited by 9 · see citing works
“Another indicator that can be observed is the presence of boredom and fatigue during online learning (Donnelly & Patrinos, 2021).”
Find It on a Map: Country Location Identification in a University Geography Classroom, 2016–2022
Hagge, P. D. (2023) · Journal of Geography · doi:10.1080/00221341.2023.2224374 · Cited by 8 · see citing works
“Long-term effects may take years to be fully known, but preliminary studies have shown a great deal of learning loss stemming from the educational changes of the COVID-19 pandemic (Kaffenberger 2021; Patrinos, Vegas, and Carter-Rau 2022; Donnelly and Patrinos 2022).”
BackgroundNurturing Peaceful Minds: Fostering Peace Education Amid Conflict in Jammu and Kashmir
Ilyas, M. (2023) · Journal of Applied Social Science · doi:10.1177/19367244231209723 · Cited by 8 · see citing works
A study on how the Merdeka curriculum promotes multilingualism in Indonesian ELT classrooms
Halim, A., Iskandar, I., Ansari, A., et al. (2024) · XLinguae · doi:10.18355/xl.2024.17.02.07 · Cited by 8 · see citing works
Immordino‐Yang, M. H., Kundrak, C., Knecht, D. R., & Matthews, J. S. (2024) · Social and Emotional Learning Research Practice and Policy · doi:10.1016/j.sel.2024.100067 · Cited by 9 · see citing works
A meta-analysis of students’ academic learning losses over the course of the COVID-19 pandemic
Wisenöcker, A. S., Helm, C., Große, C. S., Hübner, N., & Zitzmann, S. (2025) · Learning and Instruction · doi:10.1016/j.learninstruc.2025.102111 · Cited by 14 · see citing works
Karabanov, G. M., Aram, D., López-Escribano, C., Shtereva, K., Asaf, M., Ziv, M., Stites, M., & Sonnenschein, S. (2023) · Education sciences · doi:10.3390/educsci13101013 · Cited by 9 · see citing works
Test-to-Stay After SARS-CoV-2 Exposure: A Mitigation Strategy for Optionally Masked K-12 Schools
Campbell, M. M., Benjamin, D. K., Mann, T. K., et al. (2022) · PEDIATRICS · doi:10.1542/peds.2022-058200 · Cited by 8 · see citing works
Students’ experiences with and perceptions of distance learning through learner-generated comics
Aladsani, H. K. (2022) · Journal of Research on Technology in Education · doi:10.1080/15391523.2022.2119451 · Cited by 8 · see citing works
“In addition, DL relies on the learner’s self-discipline, self-regulation, and learning autonomy—attributes that are usually lacking in young students (Donnelly & Patrinos, 2021).”
BackgroundRourke, B., Bellur, S. S., & Nowak, K. L. (2023) · Atlantic Journal of Communication · doi:10.1080/15456870.2023.2177292 · Cited by 10 · see citing works
Learning loss: Impact of the COVID-19 pandemic on the students’ psychosocial condition
Maba, W., Widiastuti, I. A. M. S., Mantra, I. B. N., Suartama, I. K., & Sukanadi, N. L. (2023) · Journal of Education and e-Learning Research · doi:10.20448/jeelr.v10i2.4543 · Cited by 8 · see citing works
“Learning loss occurs due to the lack of quality and facilities for online learning as well as the ability to use online learning systems (Donnelly & Patrinos, 2022).”
BackgroundEkaputra, F., & Sanova, A. (2023) · JUDIKA (JURNAL PENDIDIKAN UNSIKA) · doi:10.35706/judika.v11i1.8312 · Cited by 8 · see citing works
Kertih, I. W., Widiana, I. W., & Antara, I. G. W. S. (2023) · Emerging Science Journal · doi:10.28991/esj-2023-sper-014 · Cited by 8 · see citing works
“The learning result states that there is a substantial setback in the Learning Adjusted Years of Schooling (LAYS), with the consequences being worse for female students than male students [46].”
BackgroundIlyas, M. (2024) · Journal of Peace Education · doi:10.1080/17400201.2024.2433783 · Cited by 8 · see citing works
Walls, J., & Zuckerman, S. J. (2023) · Education Policy Analysis Archives · doi:10.14507/epaa.31.8059 · Cited by 7 · see citing works
Dauelsberg, L. R., Maskery, B. A., Joo, H., Germann, T. C., Valle, S. Y. D., & Uzicanin, A. (2024) · BMC Public Health · doi:10.1186/s12889-023-17469-8 · Cited by 8 · see citing works
“10% – 93% [17–19] e Nonwage benefits as a fraction of total wage + nonwage pay for employees 46% NA [20] Discounted (3”
BackgroundПопова, А. С., Ковачов, С., Lopatina, H., et al. (2023) · IEEE International Conference on Modern Electrical and Energy System (MEES) · doi:10.1109/mees61502.2023.10402460 · Cited by 7 · see citing works
“Currently, there are several studies dedicated to the quality of distance learning during the pandemic [13 - 15].”
BackgroundNavigating the “COVID hangover” in physiology courses
Schaefer, J. E. (2021) · AJP Advances in Physiology Education · doi:10.1152/advan.00170.2021 · Cited by 7 · see citing works
Health education after COVID-19: A time to revisit, revamp, and revitalize?
Mody, M. K., & Gontjes, K. J. (2022) · American Journal of Infection Control · doi:10.1016/j.ajic.2022.11.018 · Cited by 7 · see citing works
“Symptoms of pandemic-associated educational disruption include staffing shortages and reports of decreased student academic engagement and performance.(5) The pandemic affected students’ psychological status, having increased the prevalence of social isolation, depression, anxiety, and reduced quality of life.”
BackgroundPutri, D. P., Jalmo, T., & Suyatna, A. (2023) · Jurnal Penelitian Pendidikan IPA · doi:10.29303/jppipa.v9i4.3004 · Cited by 8 · see citing works
Almeida, J., Netz, N., Nika, D., Krzaklewska, E., Aguiar, J., Botezat, A., França, T., Jokila, S., Streitwieser, B. T., Guðmarsdóttir, R. V., et al. (2025) · Comparative Migration Studies · doi:10.1186/s40878-025-00436-0 · Cited by 10 · see citing works
Volante, L., Lara, C., Klinger, D. A., & Siegel, M. (2022) · Canadian Journal of Education / Revue canadienne de l éducation · doi:10.53967/cje-rce.5555 · Cited by 7 · see citing works
“…and that at-risk student populations, such as those from lower socio-economic backgrounds, have been disproportionately affected (see Bailey et al., 2021; Blazko et al., 2021; Depping et al., 2021; Donnelly & Patrinos, 2021; Engzell et al., 2021; Kaffenberger, 2021; Maldonato & De Witte, 2021).”
BackgroundLearning to teach in the 2020s: Four teacher candidates’ experiences amid challenging times
Masterson, J. E., Carr, C. J., Petty, E., Stevenson, H., & Yaromich, A. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104733 · Cited by 6 · see citing works
Nurrachmawati, A., Permana, L., & Agustini, R. T. (2021) · JATI EMAS (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) · doi:10.36339/je.v5i3.486 · Cited by 6 · see citing works
Examining the Learning Losses of Students in the Covid-19 Process According to Teachers’ Opinions
Demir, F., Özdaş, F., & ÇAKMAK, M. (2022) · International Journal of Psychology and Educational Studies · doi:10.52380/ijpes.2022.9.4.978 · Cited by 8 · see citing works
“However, it is thought that students who cannot follow their lessons adequately, do not have the sufficient technical infrastructure and have internet connection troubles during the Covid-19 process experience serious learning loss (Donnelly & Patrinos, 2021; Engzell, Frey & Verhagen, 2021).”
BackgroundBlockmans, L., Kievit, R., Wouters, J. M., Ghesquière, P., & Vandermosten, M. (2023) · Developmental Science · doi:10.1111/desc.13412 · Cited by 6 · see citing works
Renick, J., & Reich, S. M. (2023) · Journal of Adolescent Research · doi:10.1177/07435584231215448 · Cited by 6 · see citing works
“The COVID-19 pandemic may have amplified these demographic differences in experiences of school climate, as underserved students had less access to a computer or the Internet, and experienced greater learning loss during this time (Donnelly & Patrinos, 2022; Friedman et al., 2021).”
Asakawa, S., Ohtake, F., & Sano, S. (2024) · Review of Economics of the Household · doi:10.1007/s11150-024-09715-8 · Cited by 10 · see citing works
Hubungan antara Learning Loss dan Motivasi Belajar Mahasiswa pada Proses Pembelajaran Jarak Jauh
Wicaksono, K. P. (2022) · Bioma Jurnal Biologi dan Pembelajaran Biologi · doi:10.32528/bioma.v7i1.7405 · Cited by 6 · see citing works
Doubling down on best practices: reflecting on teaching physiology during the COVID-19 pandemic
Petzold, A. M., & Fry, J. (2023) · AJP Advances in Physiology Education · doi:10.1152/advan.00015.2023 · Cited by 6 · see citing works
Zhuang, J., Wu, Q., Li, H., Wang, X., Gu, R., Liu, H., Liu, B., Gao, Y., & Zhao, M. (2025) · BMC Public Health · doi:10.1186/s12889-025-24261-3 · Cited by 5 · see citing works
“%) and social interaction (86.0%), which reflect the wide educational institution closures and abrupt shift to mandator on-line learning [74, 75] and the toll of physical distancing on social life [76].”
Influential
- Authors
- Donnelly, R., & Patrinos, H. A.
- Affiliations
- University of Ottawa (CA)
- World Bank (US)
- Corresponding author
- Patrinos, Harry Anthony
- Venue
- PROSPECTS
- Published
- 2021-11-10
- Volume
- 51
- Issue
- 4
- Pages
- 601-609
- ISSN
- 0033-1538 (ISSN-L)
- 1573-9090
- PMC
- PMC8579897
- OpenAlex
- W3160694446
- Semantic Scholar
- 0f30b9581217f4e6d54a5edfe4218c1f0bacbcd6
- Cited by
- 445
- References
- 16
- Citations by year
- 2026: 44 · 2025: 69 · 2024: 107 · 2023: 135 · 2022: 80 · 2021: 9 · 2020: 1
- FWCI
- 20.40
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Prospects (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Economics, Econometrics and Finance › Economics and Econometrics › COVID-19 Pandemic Impacts
- Social Sciences › Education › E-Learning and COVID-19
- Keywords
- learning loss, COVID-19 pandemic, student learning progress, educational disruption, learning gains, educational inequality, student demographics, school closures
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