CoChat
Sign Up
Cited by 25Education during COVID-19 pandemicCOVID-19 Pandemic ImpactsSchool Choice and Performance

COVID-19, School Closures, and Student Learning Outcomes: New Global Evidence from PISA

Open access
Jakubowski, Maciej, Gajderowicz, Tomasz, Patrinos, Harry·2024·World Bank, Washington, DC eBooks
DOI 10.1596/1813-9450-10666
Open this paper in CoChat — free account

Abstract

The COVID-19 pandemic resulted in significant disruption in schooling worldwide. This paper uses global test score data to estimate learning losses. It models the effect of school closures on achievement by predicting the deviation of the most recent results from a linear trend using data from all rounds of the Programme for International Student Assessment. Scores declined by an average of 14 percent of a standard deviation, roughly equal to seven months of learning. Losses were greater for students in schools that faced relatively longer closures, boys, immigrants, and disadvantaged students. Educational losses may translate into significant national income losses over time.

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.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1596/1813-9450-10666

Cites

18 of 18 references verified0 citation errors · 0 not checkable

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.

A few free checks a day · papers already verified open instantly · results are public

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?

  • Jakubowski et al. (2024) found that in schools with average to very short closures, the highest achievers lost the least ground across content areas.

    “in schools with average to very short closures, the highest achieving students lost the least ground in terms of academic achievement across all content areas.”

    From Unequal Learning Loss: How the COVID-19 Pandemic Influenced the Academic Growth of Learners at the Tails of the Achievement Distribution (2025) · cites this paper as Jakubowski et al. (2024)

    The indexed repository passage for the cited paper (no section or page given) says losses were greater in schools with relatively longer closures, supporting the shorter-closure comparison. It does not report that the highest achievers lost the least ground in schools with average-to-very-short closures, or that this held across all content areas. A nearby passage about lower-achieving students belongs to a separately listed publication, not the cited paper. (LLM, conf=0.73)

    Experimental — accuracy not yet measured

  • Jakubowski et al. found that in schools with long or very long closures, the most advanced students lost more than average or low-scoring peers.

    “this relationship flipped in schools that experienced long of very long closures-the most-advanced students lost more in terms of academic achievement than their average or even low-scoring peers.”

    From Unequal Learning Loss: How the COVID-19 Pandemic Influenced the Academic Growth of Learners at the Tails of the Achievement Distribution (2025) · cites this paper as Jakubowski et al. (2024)

    The indexed passages are from the repository listing (no paper section or page is available), rather than the paper’s results. Searches for long or very long closures and comparisons between high- and low-scoring students found no passage from the cited paper establishing which group lost more. The decisive part of the paper may be missing from our indexed copy. (LLM, conf=0.68)

    Experimental — accuracy not yet measured

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Related

Authors
Jakubowski, M., Gajderowicz, T., & Patrinos, H.
ORCID
Venue
World Bank, Washington, DC eBooks
Publisher
World Bank, Washington, DC
Published
2024-01-22
DOI
10.1596/1813-9450-10666
OpenAlex
W4391151200
Cited by
25
References
18
Citations by year
2026: 3 · 2025: 9 · 2024: 13
Type
report
Language
en
Open access
Licence
cc-by
Locations
  • World Bank, Washington, DC eBooks (publishedVersion, cc-by)
  • The World Bank Open Knowledge Repository (World Bank) (submittedVersion, cc-by)
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 › School Choice and Performance
Keywords
COVID-19 pandemic, school closures, learning loss, academic performance, PISA, test scores, educational disruption, immigrant students, disadvantaged students, gender differences in learning

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