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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
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
Items 201–300 of 444
Self-learning at the right level, COVID-19, school closure, and non-cognitive abilities
Mahmud, M., Sawada, Y., Seki, M., & Takakura, K. (2025) · Economics of Education Review · doi:10.1016/j.econedurev.2025.102657 · Cited by 2
Students’ Concept Construction Errors In Online Learning
Sihite, J., Wyrasti, A. F., & Irnandi, I. (2022) · JTAM (Jurnal Teori dan Aplikasi Matematika) · doi:10.31764/jtam.v6i1.5337 · Cited by 2
Learning Patterns at the Time of COVID-19-Induced School Closures
Széll, K., Bacsa-Károlyi, B., & Fehérvári, A. (2022) · Social Sciences · doi:10.3390/socsci11090392 · Cited by 2
Schulschließungen als ethische Herausforderung
Heuling, D. S., & Helm, C. (2022) · Zeitschrift für Bildungsforschung · doi:10.1007/s35834-022-00364-4 · Cited by 2
Szczudlińska-Kanoś, A., Marzec, M., & Freund, B. (2022) · Risks · doi:10.3390/risks10010007 · Cited by 2
Macy, M. G. (2022) · Educating the young child · doi:10.1007/978-3-030-96977-6_12 · Cited by 3
The Dynamics of Learning Loss for Elementary Students Jakarta in the New Normal
Fatayan, A., Ayu, S., Ghani, A. R. A., Kowiyah, K., & Azhar, N. C. (2023) · Journal of Higher Education Theory and Practice · doi:10.33423/jhetp.v23i6.5967 · Cited by 2
Children's ideas about COVID-19 and learning loss: Interviews with 10 second-graders
Stearns, C. (2023) · Contemporary Issues in Early Childhood · doi:10.1177/14639491231172203 · Cited by 1
Sanova, A., Asmiyunda, A., & Ekaputra, F. (2023) · Jurnal Zarah · doi:10.31629/zarah.v11i1.5120 · Cited by 2
Experiences of post-secondary students during COVID-19 pandemic: A focus group study
Ahmad, F., & Aires, M. B. (2023) · International Health Trends and Perspectives · doi:10.32920/ihtp.v3i2.1734 · Cited by 4
Exploratory data analysis to reveal learning loss condition in Islamic religious education
Mulyana, R., & Maylawati, D. S. (2023) · International Journal of Evaluation and Research in Education (IJERE) · doi:10.11591/ijere.v13i1.26344 · Cited by 11
Washback effects of Google Meet automatic caption feature in assessing students’ pronunciation
Ramadhika, B., Karma, C. P. F., & Yosintha, R. (2023) · EduLite Journal of English Education Literature and Culture · doi:10.30659/e.8.2.406-421 · Cited by 2
Educational Assessment: Parental Economics and the High Incidence of Learning Loss
Tjilen, A. P., & Rediani, N. N. (2023) · Indonesian Journal Of Educational Research and Review · doi:10.23887/ijerr.v6i3.68656 · Cited by 2
Hindri, S. H., Sutisnawati, A., & Lyesmaya, D. (2023) · EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru · doi:10.17509/eh.v15i2.57200 · Cited by 2
Novantri, W., Rizky, A., Putri, N. A., et al. (2023) · Eksponen · doi:10.47637/eksponen.v13i2.829 · Cited by 2
Samigullin, A., Groß, G., Gählert, J., Buchenberger, S., Morcos, M., Schwertz, R., Öste, R., Siegel, E. G., & Humpert, P. M. (2024) · BMC Nutrition · doi:10.1186/s40795-024-00886-2 · Cited by 2
This Isn’t Science Fiction: Technology Use During and Post-COVID for Students With Disabilities
Donne, V. J., & Hansen, M. A. (2024) · Journal of Educational Technology Systems · doi:10.1177/00472395241267713 · Cited by 2
Increased Performance in Tutoring Systems During COVID-19 in UruguayPreprint
Spitzer, M., Bardach, L., Kopatz, M., & Moeller, K. (2024) · doi:10.31234/osf.io/cevux · Cited by 2
The Learning Crisis: Three Years After COVID-19Preprint
Gajderowicz, T. J., Jakubowski, M., Kennedy, A., Kjeldsen, C. C., Patrinos, H. A., & Strietholt, R. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5059328 · Cited by 6
Self-citationThematic content analysis of science lesson videos uploaded to YouTube platform in the Covid-19 era
Sarıoğlan, A. B., & Çelik, A. (2022) · Journal of Educational Technology and Online Learning · doi:10.31681/jetol.1151197 · Cited by 1
Novita, S., Wijayanti, P. A. K., & Wedyaswari, M. (2022) · Education Sciences · doi:10.3390/educsci13010045 · Cited by 2
An Exploratory Study of the Impact of COVID-19 Pandemic Disruptions on Veterinary Medical Education
Karabulut‐Ilgu, A., & Burzette, R. G. (2023) · Journal of Veterinary Medical Education · doi:10.3138/jvme-2023-0049 · Cited by 1
Barumbun, M., Soma Salim, S., Bua, M. T., & Ramadhani, T. (2023) · Al-Bidayah Jurnal Pendidikan Dasar Islam · doi:10.14421/albidayah.v15i1.831 · Cited by 1
Reconceptualizing learning loss: the need for trauma-informed and responsive care in K-12 education
Tran, A. (2024) · Routledge Open Research · doi:10.12688/routledgeopenres.18474.1 · Cited by 1
Adaptive Microlearning Using Mixed Reality Technology
(2024) · doi:10.1007/978-981-97-3883-0_5 · Cited by 1
Neugebauer, N. M., & Marshall, D. T. (2024) · Leadership and Policy in Schools · doi:10.1080/15700763.2024.2394655 · Cited by 1
Wahyudin, D., Lestari, T. E., & Haritman, E. (2024) · International STEM Education Conference (iSTEM-Ed) · doi:10.1109/istem-ed62750.2024.10663199 · Cited by 1
The Effects of Opportunities to Respond on Learning Rate
Dawes, J. M., McCleary, D. F., Ruby, C., Marr, D., & Biggs, L. E. (2024) · Contemporary School Psychology · doi:10.1007/s40688-024-00523-6 · Cited by 1
Learning losses amid COVID-19 school closures: evidence from Bangladesh
Nath, S. R. (2024) · Irish Educational Studies · doi:10.1080/03323315.2024.2441160 · Cited by 1
Novel Considerations in the ML/AI Modeling of Large-Scale Learning Loss
Elizondo, M., Yu, J., Payan, D., Feng, L., & Tešić, J. (2025) · IEEE Access · doi:10.1109/access.2025.3526412 · Cited by 1
Hačatrjana, L. (2025) · European Journal of Educational Research · doi:10.12973/eu-jer.14.2.693 · Cited by 1
Resilience in education: understanding learning gaps during COVID-19
Al‐Labadi, L., Bataineh, M. S., Siddiqui, N., et al. (2025) · Journal of Applied Research in Higher Education · doi:10.1108/jarhe-11-2024-0605 · Cited by 1
Matijasevich, A., Maruyama, J. M., Santos, I. S., Costa, A. C. A. D., Barros, A. J. D., & Tovo‐Rodrigues, L. (2025) · Cadernos de Saúde Pública · doi:10.1590/0102-311xen063724 · Cited by 1
Neufeld, P. G., Mohammed, S. S., & Vidden, C. (2025) · Journal of Information Technology Education Innovations in Practice · doi:10.28945/5580 · Cited by 2
“Learning Loss” and Other Misguided Narratives for Impeding Educational Change
Bogotch, I. E., & Su-Keene, E. (2025) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-83708-982-620251011 · Cited by 1
Siko, J. P., & Barbour, M. K. (2026) · American Journal of Distance Education · doi:10.1080/08923647.2026.2622768 · Cited by 1
ORTAKAYA, Ü. İ. (2026) · Sosyoekonomi · doi:10.17233/sosyoekonomi.2026.01.20 · Cited by 1
Pendola, A., Marshall, D. T., & Pressley, T. (2026) · Pandemics · doi:10.3390/pandemics1010006 · Cited by 2
Azukas, M. E., & Barbour, M. K. (2026) · Open Praxis · doi:10.55982/openpraxis.18.2.1055 · Cited by 1
Ghimire, N. (2026) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2026.101620 · Cited by 2
Centering a Young Child through Care and Trust to Lead a Co-Observation Relational Learning Ecology
Keifert, D. T., & Team Poof (2026) · Research on Children and Social Interaction · doi:10.3138/rcsi-2024-0011 · Cited by 1
From Learning Loss to Digital Readiness: Evidence from PISA 2018–2022
Popa, D. M., Oprea, S., & Bârã, A. (2026) · Information · doi:10.3390/info17070667 · Cited by 1
Et ensuite ? Leçons sur la reprise de l’éducation
l'enfance, F. D. N. U. P., mondiale, L. B., & OCDE (2021) · doi:10.1787/34bdb2cc-fr · Cited by 1
Effects of the Pandemic on Education
Palau, R., & Campión, R. S. (2022) · Advances in educational marketing, administration, and leadership book series · doi:10.4018/978-1-6684-3600-4.ch012 · Cited by 1
Deda, Y. N., & Disnawati, H. (2022) · Jurnal Magister Pendidikan Matematika (JUMADIKA) · doi:10.30598/jumadikavol4iss2year2022page37-42 · Cited by 1
Bahriah, E. S., Yunita, L., & Sholihat, R. N. (2022) · Jurnal Pendidikan MIPA · doi:10.23960/jpmipa/v23i4.pp1916-1927 · Cited by 1
Edukacyjnych, I. B., Rabiega-Wiśniewska, J., Dwojak-Matras, A., et al. (2022) · e-mentor · doi:10.15219/em97.1589 · Cited by 1
Establishing a context for the examination of learning loss by special populations
Horn, A. L., Layden, S. J., Morse, T. E., & Habib, A. (2023) · Preventing School Failure Alternative Education for Children and Youth · doi:10.1080/1045988x.2023.2204816 · Cited by 1
Development of TextBook to Support Merdeka Curriculum on the Atomic Structure of Phase E
Susanti, A., Mawardi, M., & Suryani, O. (2023) · Edunesia Jurnal Ilmiah Pendidikan · doi:10.51276/edu.v5i1.626 · Cited by 1
Aufholen in und nach Krisenzeiten
Ophoff, J. G., Helm, C., Bremm, N., & Reintjes, C. (2023) · Zeitschrift für Bildungsforschung · doi:10.1007/s35834-023-00398-2 · Cited by 3
INOVASI YANG DITAWARKAN KURIKULUM MERDEKA BELAJAR DAN BAGAIMANA IMPLEMENTASINYA
Nugraha, O. B., & Frinaldi, A. (2023) · Menara Ilmu · doi:10.31869/mi.v17i1.4528 · Cited by 4
Leadership Style and Knowledge in Transforming Higher Education Institutions in Africa
Mkwizu, K. H. (2023) · Advances in logistics, operations, and management science book series · doi:10.4018/978-1-6684-8822-5.ch007 · Cited by 1
Hybrid Learning dalam Perkuliahan Matematika Kimia 1
Kusuma, D. A., Noto, M. S., & Dwipriyoko, E. (2023) · JNPM (Jurnal Nasional Pendidikan Matematika) · doi:10.33603/jnpm.v7i2.7934 · Cited by 1
Lima Pertimbangan Memilih Sekolah (Studi Kasus di SMA Muhammadiyah di Kabupaten Bantul)
Akbar, S., & Hidayati, D. (2022) · Journal of Education and Teaching (JET) · doi:10.51454/jet.v4i2.206 · Cited by 1
دور الألعاب التعليمية في تعويض الفاقد التعليمي في فلسطين وسوريا في الأزمات
Ali, K., Affouneh, S. J., & Burgos, D. (2023) · Dirasat: Educational Sciences · doi:10.35516/edu.v50i3.3167 · Cited by 1
Improving undergraduate students’ learning through Online Educational Guidance Meetings (OEGMs)
Ceylan, B., & Bavlı, B. (2023) · Tuning Journal for Higher Education · doi:10.18543/tjhe.2364 · Cited by 1
A dual analysis study of classroom interactions in Japan and South Africa
Sybing, R., & Mudau, T. S. (2023) · International Journal of Research in Business and Social Science (2147-4478) · doi:10.20525/ijrbs.v12i10.3096 · Cited by 1
Critical Thinking on the Determinants Matrix: The Development of A Teaching Module
Kosasih, U., Sumartana, A. H., Sulastri, Y. L., et al. (2023) · Tadris Jurnal Keguruan dan Ilmu Tarbiyah · doi:10.24042/tadris.v8i2.17059 · Cited by 1
Evaluating Microlessons in Asynchronous Learning Through a Novel Instructional Framework
Coker, D. C. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-0195-1.ch006 · Cited by 1
Anggraeni, D., Kamaludin, A., & Safarova, A. (2024) · Jurnal Pendidikan Sains Indonesia · doi:10.24815/jpsi.v12i1.33773 · Cited by 1
Ott, C. D. (2024) · International Journal of Qualitative Studies in Education · doi:10.1080/09518398.2024.2318278 · Cited by 2
How to design PISA-like digital mathematics problems: A preliminary study
Nusantara, D. S., Zulkardi, Z., & Putri, R. I. I. (2024) · AIP conference proceedings · doi:10.1063/5.0194756 · Cited by 1
Khoirunnisa, A., Mulyani, B., Elfi Susanti, V. H., et al. (2023) · JKPK (Jurnal Kimia dan Pendidikan Kimia) · doi:10.20961/jkpk.v8i3.80152 · Cited by 1
Eğitimde kriz yönetimi: Covid-19 süreci üzerine bir inceleme
Öztürk, R., & KÖSE, E. K. (2024) · Kocaeli Üniversitesi Eğitim Dergisi · doi:10.33400/kuje.1425854 · Cited by 1
Education Research in ‘Interesting Times’
Muijs, D. (2024) · Education Sciences · doi:10.3390/educsci14070717 · Cited by 2
Tu'aini, T., & Romelah, R. (2024) · Ideguru Jurnal Karya Ilmiah Guru · doi:10.51169/ideguru.v9i3.1214 · Cited by 1
Heineke, A. J., Vera, E. M., Press, A., et al. (2024) · Journal of Latinos and Education · doi:10.1080/15348431.2024.2385421 · Cited by 1
Dual Credit Completion in Texas from 2019–2021: An Examination of the COVID-19 Years
Hill, T. D., Shen, Y., Ji, V. W., & Hodges, J. (2024) · Journal of Advanced Academics · doi:10.1177/1932202x241304515 · Cited by 2
Access, Supports, and Performance in Dual Enrollment: A COVID-19 Case’s Implications for Equity
Giani, M., Khandekar, S., & Porter, J. (2025) · AERA Open · doi:10.1177/23328584251327161 · Cited by 3
Navigating the Disproportionate Impact of COVID-19 in Community Schools
Hine, M. G., Sheldon, S. B., & Abel, Y. (2025) · Social Sciences · doi:10.3390/socsci14040223 · Cited by 1
Business Education Learning Gaps of K-12 Accountancy, Business and Management Graduates
Malinao, C. W. M., & Guzman, R. B. (2025) · Journal of Education Learning and Management · doi:10.69739/jelm.v2i1.407 · Cited by 2
Alemán, E., Aguilera, E. ‘., & Knecht, L. M. (2025) · Journal of Educational Administration & History · doi:10.1080/00220620.2025.2490587 · Cited by 1
Effects of the COVID-19 pandemic on academic success in higher education
Bassleer, M., Schelfhout, S., Fonteyne, L., Caen, M., Bourdeaudhuij, I. D., Dirix, N., & Duyck, W. (2025) · Educational Assessment Evaluation and Accountability · doi:10.1007/s11092-025-09456-x · Cited by 3
Yorke, L., Araya, M., Chuta, N., Demisse, A., & Rose, P. M. (2025) · International Journal of Educational Development · doi:10.1016/j.ijedudev.2025.103352 · Cited by 1
Business Not as Usual: Understanding Factors for Organizational Change after a Crisis
Lu, A., Loeb, S., & Waymack, N. (2025) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/01614681251368631 · Cited by 1
Lismandasari, L., & Farhan, F. S. (2022) · Jurnal Ilmiah Mandala Education · doi:10.36312/jime.v8i2.3149 · Cited by 1
Lismandasari, L., & Farhan, F. S. (2022) · Jurnal Ilmiah Mandala Education · doi:10.58258/jime.v8i2.3149 · Cited by 1
Vit, E. (2022) · Socio hu · doi:10.18030/socio.hu.2022.4.80 · Cited by 1
KEMAMPUAN GURU SEKOLAH TERPENCIL DALAM MENERAPKAN E-LEARNING DI MASA PANDEMI COVID 19
Irfan, A., Safriana, S., & Fitri, Z. (2023) · Jurnal Dedikasi Pendidikan · doi:10.30601/dedikasi.v7i1.3640 · Cited by 1
Puteri, C. G., Riyantika, F., Baysella, Z. S., et al. (2023) · E-Structural · doi:10.33633/es.v6i01.7849 · Cited by 1
Using Educational Technology to Reduce Learning Loss During the COVID-19 Pandemic
Gulyanto, B., & Sari, D. P. (2023) · AL-ISHLAH Jurnal Pendidikan · doi:10.35445/alishlah.v15i3.3445 · Cited by 1
Teachers’ Perceptions of Challenges in Post-pandemic Recovery for English Language Learners
Murphy, A. F., & Torff, B. (2023) · The Educational Review USA · doi:10.26855/er.2023.09.036 · Cited by 1
Framhaldsskólanemar á tímum heimsfaraldurs
Björnsdóttir, A., Pálsdóttir, G. M., & Ragnarsdóttir, G. (2023) · Netla · doi:10.24270/serritnetla.2023.22 · Cited by 1
EFEKTIVITAS PEMBELAJARAN SELAMA PELAKSANAAN PTMTPreprint
Wijayanto, A. (2022) · doi:10.31219/osf.io/mejkz · Cited by 1
Pérdidas de aprendizaje debido al COVID-19: desafíos y hallazgos en el caso de Colombia
Dueñas, X., Elacqua, G., Flechas, L. E. J., & Margitic, J. F. (2022) · doi:10.18235/0004662 · Cited by 1
Iyengar, A., Hanon, S., Bruns, R., et al. (2023) · Preprints.org · doi:10.20944/preprints202303.0305.v1 · Cited by 1
Editorial: The Education of Loss
Shoffner, M. (2022) · English Education · doi:10.58680/ee202231978 · Cited by 1
Kurniadi, K., Wardani, L. M. I., & Rahmah, R. (2023) · Qeios · doi:10.32388/fo9zqo.2 · Cited by 1
Fernández, N. M. G. (2022) · RiuNet (Universitat Politècnica de València) · doi:10.4995/thesis/10251/181000
From Movie Theaters to History Class
Darbonne, A. J. (2022) · Advances in early childhood and K-12 education · doi:10.4018/978-1-6684-4215-9.ch003
Salazar, E. C. (2022) · INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS · doi:10.47191/ijmra/v5-i5-33
Sam, N. F., & Rahayu, E. (2022) · Jurnal BIOTEK · doi:10.24252/jb.v10i1.28649
Flamm, K. (2022) · SSRN Electronic Journal · doi:10.2139/ssrn.4179333
Wiseman, A. W. (2022) · International perspectives on education and society · doi:10.1108/s1479-36792022000043a005
Tijero, M. D. C. F., Matas, J. A. V., Jiménez, P. M. C., Maudes, J. C., & Osa, J. O. (2022) · Tabanque · doi:10.24197/trp.1.2022.179-206
COVID-19 and Education in the Global North
(2022) · Springer eBooks · doi:10.1007/978-3-031-02469-6
A relação entre fluência e compreensão de leitura
Oliveira, J. B. A. E., & Starling‐Alves, I. (2022) · Cadernos de Linguística · doi:10.25189/2675-4916.2022.v3.n1.id631
Kerneža, M. (2022) · Pedagoški inštitut eBooks · doi:10.32320/978-961-270-343-1.37-47
Application of the Toxic Stress Schema: An Exemplar for School Nurses
Childs, G. D., DeSocio, J. E., Sloand, E., GARY, F. A., Burke, P. J., Outlaw, F. H., Snethen, J. A., Lewandowski, L., & Bowen, F. (2022) · The Journal of School Nursing · doi:10.1177/10598405221135186
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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-10-07, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-10-07 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
