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Cited by 262Education during COVID-19 pandemicSchool Choice and PerformanceCOVID-19 Pandemic Impacts

The DOI matches its Crossref record; 30 of the 30 references it cites were found in a registry or an index.

Did students learn less during the COVID-19 pandemic? Reading and mathematics competencies before and after the first pandemic wave

Schult, Johannes, Mahler, Nicole, Fauth, Benjamin, Lindner, Marlit A.·2022·School Effectiveness and School Improvement
DOI 10.1080/09243453.2022.2061014

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Abstract

The COVID-19 pandemic disrupted classes in spring 2020. Temporary school closures supposedly led to a considerable learning loss, particularly for low-achieving students. Teachers faced challenges of remote learning environments. Students spent less time learning. The present study investigates the competencies of fifth graders in Baden-Württemberg, Germany, using large-scale assessments in reading and mathematics from annual mandatory tests in September (each n > 80,000). Competence scores were slightly lower in 2020 (after 2 months of school closures) compared with the three previous years (–0.07 SD for reading comprehension, –0.09 for operations, and –0.03 for numbers). Regarding mathematics, low-achieving students seem to have a learning backlog that deserves attention in future education. School characteristics such as the average sociocultural capital and the proportion of students with a migration background played a minor role in mediating the schools’ learning loss. Still, lower sociocultural capital was positively associated with larger learning loss in mathematics.

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Research works printed but not linked: 9

  1. Depping D., 2021, DDS – Die Deutsche Schule, Beiheft, 17, 51
  2. Fischer U., 2017, leseforum.ch, 1
  3. Immerfall S., 2020, Aus Politik und Zeitgeschichte, 70, 22
  4. Krüsken J., 2007, Kompetenzaufbau und Laufbahnen im Schulsystem: Ergebnisse einer Längsschnittuntersuchung an Grundschulen, 41
  5. Kuhfeld M., 2020, Technical appendix for: Learning during COVID-19: Initial findings on students’ reading and math achievement and growth
  6. Muijs D., 2021, What’s working well in remote education
  7. R Core Team., 2021, R: A language and environment for statistical computing [Computer software]
  8. Schulz A., 2017, Handbuch Rechenschwäche, 396
  9. Stanat P., 2017, ). IQB-Bildungstrend 2016. Kompetenzen in den Fächern Deutsch und Mathematik am Ende der 4. Jahrgangsstufe im zweiten Ländervergleich [IQB trends in student achievement 2016. The second national comparison of German and mathematics proficiencies at the end of fourth grade]

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Metadata

Authors
Schult, J., Mahler, N., Fauth, B., & Lindner, M. A.
Affiliations
  • Institute for Educational Analysis Baden-Württemberg (IBBW), Stuttgart, Germany
  • University of Tübingen (DE)
  • Leibniz Institute for Science and Mathematics Education (DE)
Corresponding author
Schult, Johannes
ORCID
Venue
School Effectiveness and School Improvement
Publisher
Informa UK Limited
Published
2022-04-11
Volume
33
Issue
4
Pages
544-563
ISSN
  • 0924-3453 (ISSN-L)
  • 1744-5124
DOI
10.1080/09243453.2022.2061014
OpenAlex
W4225792954
Cited by
262
References
30
Citations by year
2026: 15 · 2025: 37 · 2024: 44 · 2023: 71 · 2022: 48
FWCI
107.80
Type
journal article
Language
en
Open access
closed
Locations
  • School Effectiveness and School Improvement (publishedVersion)
  • PsyArXiv (OSF Preprints) (submittedVersion)
Topics
  • Social Sciences › Education › Education during COVID-19 pandemic
  • Social Sciences › Education › School Choice and Performance
  • Social Sciences › Economics, Econometrics and Finance › Economics and Econometrics › COVID-19 Pandemic Impacts
Keywords
COVID-19 pandemic, learning loss, school closures, distance education, reading comprehension, mathematical ability, fifth grade students, low-achieving students, socio-cultural capital, migration background, school characteristics, large-scale assessment, Baden-Württemberg

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