Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico
Open accessAbstract
There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34-0.45 SD in reading and 0.62-0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7%-15.4% in reading and 29.8%-28.8% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
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 three largest estimates of learning deficits in the sample were from middle-income countries.
“In fact, the three largest estimates of learning deficits in our sample are from middle-income countries (Fig. 3) [36][37][38] .”
From A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic (2023) · cites this paper as [37]
Several studies showed that Covid-19 had a detrimental effect especially on the achievement of students from less advantaged backgrounds.
“several studies (see, for example, Engzell et al., 2021; Hevia et al., 2022) showed that Covid-19 had a detrimental effect especially on the achievement of students from less advantaged backgrounds.”
From The impact of Covid-19 on student achievement: Evidence from a recent meta-analysis (2023) · cites this paper as Hevia et al., 2022
There is a large consensus that the pandemic did not affect students equally.
“there is a large consensus that it did not affect students equally.”
From The impact of Covid-19 on student achievement: Evidence from a recent meta-analysis (2023) · cites this paper as Hevia et al., 2022
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
The citation lists haven’t been fetched yet
References 28 · Cited by 158
Research works printed but not linked: 4
- Kerlinger F.N. Lee H.B. Investigación del comportamiento: Método de investigación en ciencias sociales 2002 McGraw-Hill
- Ruto, S., 2013. Information on learning outcomes as a catalyst to spur citizens to act: Examples from Tanzania, Uganda and Kenya. In: The Right to Learn. Community Participation in Improving Learning (pp. 19–21). Save The Children.
- Vergara-Lope, S., Hevia, F.J., 2016. La Reforma Educativa: ¿Ha dado resultados? Construcción de línea base para una evaluación independiente de aprendizajes y factores asociados al logro educativo. En Premio Nacional de Investigación Social y de Opinión Pública 2016 (pp. 49–95). CESOP-Cámara de Diputados.
- Vergara-Lope S. Hevia F.J. Rabay V. Evaluación alternativa de competencias básicas de lectura y aritmética y análisis de factores asociados en Yucatán, México Revi. Iberoam. Eval. Educ. 10 1 2017 10.15366/riee2017.10.1.XXX · DOI
- Authors
- Hevia, F. J., Vergara-Lope, S., Velásquez-Durán, A., & Calderón, D.
- Affiliations
- Centro de Investigación y Estudios Superiores en Antropología Social (MX)
- Universidad Veracruzana (MX)
- Corresponding author
- Hevia, Felipe J.
- Venue
- International Journal of Educational Development
- Publisher
- Elsevier BV
- Published
- 2022-01
- Volume
- 88
- Pages
- 102515
- ISSN
- 0738-0593 (ISSN-L)
- PMC
- PMC8599019
- OpenAlex
- W3213710988
- Cited by
- 158
- References
- 28
- Citations by year
- 2026: 9 · 2025: 24 · 2024: 30 · 2023: 68 · 2022: 27
- FWCI
- 54.95
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- International Journal of Educational Development (publishedVersion, cc-by-nc-nd)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Funders
- William and Flora Hewlett Foundation (2018-6968)
- Topics
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Safety Research › Poverty, Education, and Child Welfare
- Social Sciences › Education › School Choice and Performance
- Keywords
- learning loss, learning poverty, COVID-19 pandemic, reading literacy, numeracy, fundamental learning, socioeconomic status, gender gap, adolescents, Mexico, remedial education
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.
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
