The DOI matches its Crossref record; 18 of the 18 references it cites were found in a registry or an index; none of the 27 sources its claims cite is checked for support yet.
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
27 Not checked yet · 9 Own result · 6 Own interpretation · 5 Own method · 2 No basis given
In the paper
“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.”
§ Learning loss during Covid-19: An early systematic review > Analytical review
What the sources say
- Not checked yetcites Tomasik, Helbling, & Moser (2020) source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“Engzell et al. (2021) determined that losses were up to 60 percent larger among students from uneducated homes.”
§ Learning loss during Covid-19: An early systematic review > Discussion
What the sources say
- Not checked yetcites Engzell et al. (2021)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“After this screening process, eight articles remained (Table 1).”
- Also stated in: § Abstract · plain
“Given the novelty of the subject, eight studies were identified”
§ Learning loss during Covid-19: An early systematic review > Methodology
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Also stated in: § Abstract · plain
In the paper
“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.”
§ Learning loss during Covid-19: An early systematic review > Analytical review
What the sources say
- Not checked yetcites Maldonado & De Witte (2020)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The remaining study found increased learning gains in their participants.”
- Also stated in: § Conclusion · plain
“The remaining study observed learning gains among university students.”
§ Learning loss during Covid-19: An early systematic review > Abstract
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Also stated in: § Conclusion · plain
In the paper
“Orlov et al. (2020) determined that economics students at four USA universities were 0.19 SD behind.”
§ Learning loss during Covid-19: An early systematic review > Analytical review
What the sources say
- Not checked yetcites Orlov et al. (2020)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“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.”
§ Learning loss during Covid-19: An early systematic review > Analytical review
What the sources say
- Not checked yetcites Schult, Mahler, Fauth, & Lindner (2021)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These observed losses are occurring across a range of subjects, grade levels, and geographical regions.”
§ Learning loss during Covid-19: An early systematic review > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“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.”
§ Learning loss during Covid-19: An early systematic review > Analytical review
What the sources say
- Not checked yetcites Schult, Mahler, Fauth, & Lindner (2021)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“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.”
§ Learning loss during Covid-19: An early systematic review > Analytical review
What the sources say
- Not checked yetcites Schult, Mahler, Fauth, & Lindner (2021)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Probably not a substantial claim. 11
- The quote only partly states this claim. 2
- It may state two separate claims as one. 6
In the paper
“both Maldonado and De Witte (2020) as well as Kuhfeld et al. (2020) found learning losses in certain subjects but insignificant impacts in others.”
§ Learning loss during Covid-19: An early systematic review > Discussion
What the sources say
- Not checked yetcites Maldonado & De Witte (2020)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The quote only partly states this claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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”
§ Learning loss during Covid-19: An early systematic review > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Also stated in: § Discussion · plain
In the paper
“Gore et al. (2021) found instances of increased inequality as well as instances of no change.”
§ Learning loss during Covid-19: An early systematic review > Discussion
What the sources say
- Not checked yetcites Gore et al. (2021) source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“both Maldonado and De Witte (2020) as well as Kuhfeld et al. (2020) found learning losses in certain subjects but insignificant impacts in others.”
§ Learning loss during Covid-19: An early systematic review > Discussion
What the sources say
- Not checked yetcites Kuhfeld et al. (2020)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The quote only partly states this claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“When conducting the search analysis, thousands of articles were identified; however, the majority of these pertained to hypothesized or predicted learning loss.”
§ Learning loss during Covid-19: An early systematic review > Methodology
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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.”
§ Learning loss during Covid-19: An early systematic review > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“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.”
§ Learning loss during Covid-19: An early systematic review > Abstract
What the sources say
- Not checked yetcites Currie and Thomas (2001)
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Learning loss during Covid-19: An early systematic review > Methodology
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Also stated in: § Methodology · plain
In the paper
“Likewise, another year of schooling is, on average, associated with an 8–9 percent gain in future earnings (Psacharopoulos & Patrinos, 2018).”
§ Learning loss during Covid-19: An early systematic review > Abstract
What the sources say
- Not checked yetcites Psacharopoulos & Patrinos (2018) source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“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”.”
§ Learning loss during Covid-19: An early systematic review > Methodology
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“To the best of our knowledge, this is the first systematic review of its kind.”
§ Learning loss during Covid-19: An early systematic review > Abstract
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“To narrow this down to studies with recorded results, article abstracts were then screened.”
§ Learning loss during Covid-19: An early systematic review > Methodology
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Learning loss during Covid-19: An early systematic review > Methodology
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“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).”
§ Learning loss during Covid-19: An early systematic review > Abstract
What the sources say
- Not checked yetcites Chetty et al. (2014) source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Learning loss during Covid-19: An early systematic review > Methodology
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This signals that although robust and empirical research on Covid-19-related student learning loss is limited, learning loss itself may not be.”
§ Learning loss during Covid-19: An early systematic review > Discussion
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- 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?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“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]
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“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]
In the citing paper
“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.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Learning loss during Covid-19: An early systematic review > Discussion
“The only limited information that is currently available is from Belgium, The Netherlands, Switzerland, Spain, the United States, and Australia.”
§ Learning loss during Covid-19: An early systematic review > Analytical review
“| Schult, Mahler, Fauth, & Lindner (2021) | Germany | 8.5 weeks | Primary (Grade 5) | Reading | 0.07 SD | Yes | 80,000 students |”
Citations
Cites
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×
“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
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
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×
“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×
“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
Goldemberg, D., Azevedo, J. P., Iqbal, S. A., Hasan, A., & Geven, K. (2020) · doi:10.1596/1813-9450-9284 · Cited by 476
Tomasik, M. J., Helbling, L. A., & Moser, U. (2021) · International Journal of Psychology · doi:10.1002/ijop.12728 · Cited by 378 · cited 1×
“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.”
ResultReturns to investment in education
Psacharopoulos, G., & Patrinos, H. A. (1993) · Cited by 352
Self-citationHasan, A., Azevedo, J. P., Goldemberg, D., Geven, K., & Iqbal, S. A. (2021) · doi:10.1596/40037 · Cited by 349
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
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
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
“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
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
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
Gherghel, C., Yasuda, S., & Kita, Y. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104795 · Cited by 115
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
“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 86
“…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
“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 55
Schult, J., Mahler, N., Fauth, B., & Lindner, M. A. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.867316 · Cited by 63
“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., Nayl, A. A., Khalil, K. D., Bräse, S., & Gomha, S. M. (2022) · Arabian Journal of Chemistry · doi:10.1016/j.arabjc.2022.104101 · Cited by 42
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
“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 59
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 65
“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 57
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Oportunidades educativas y la pandemia de la COVID-19 en América Latina
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COVID-19, School Closures, and Student Learning Outcomes: New Global Evidence from PISA
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Self-citationEffects of the COVID-19 pandemic on reading performance of second grade children in Germany
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“…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
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The heterogeneity of Covid-19 learning loss across Italian primary and middle schools
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Schooling Interrupted: Educating Children and Youth in the Covid-19 Era
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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
“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
Education to Build Back Better
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“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
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Learning loss and learning recovery
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“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).”
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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
“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
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“…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
The politicization of PISA in evidence-based policy discourses
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“…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…”
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“…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
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
Antonio‐Aguirre, B., Emge, G., & Collins, M. E. (2022) · The Journal of School Nursing · doi:10.1177/10598405221117511 · Cited by 13
“…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
Reconceptualizing inclusive leadership to address diversity in schools
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“…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
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 15
What’s Next? Lessons on Education Recovery
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Digital instructional leadership and teaching practices in an emergency context: Evidence from Italy
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Analisis Learning Loss dan Strategi Recovery Pasca Pembelajaran Jarak Jauh
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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
“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
“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 14
Inequality in the shadow: The role of private tutoring in SES achievement gaps
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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 12
“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 25
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
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 14
“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 17
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
“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
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 13
Kurniadi, K., Wardani, L. M. I., & Rahmah, R. (2023) · Qeios · doi:10.32388/fo9zqo · Cited by 9
“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
“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
A study on how the Merdeka curriculum promotes multilingualism in Indonesian ELT classrooms
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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 19
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
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
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
“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
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
“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
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
“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
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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
“10% – 93% [17–19] e Nonwage benefits as a fraction of total wage + nonwage pay for employees 46% NA [20] Discounted (3”
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“Currently, there are several studies dedicated to the quality of distance learning during the pandemic [13 - 15].”
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Health education after COVID-19: A time to revisit, revamp, and revitalize?
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“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.”
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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
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“…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
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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
“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 11
Renick, J., & Reich, S. M. (2023) · Journal of Adolescent Research · doi:10.1177/07435584231215448 · Cited by 6
“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).”
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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
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
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 6
“%) 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
Metadata
- 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
- 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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