Learning loss and learning inequality during the Covid-19 pandemic

Abstract

This paper evaluates the effects of school closure during the Covid-19 pandemic on learning loss and learning inequalities in Rio de Janeiro. It presents longitudinal data for 671 children (5/6 years old) enrolled in the second year of preschool (compulsory Education in Brazil) in two cohorts (2019 and 2020). All children were assessed at the start and end of the school year, and value-added models were used to estimate the impact of school closure from April to December 2020 on language and mathematics development. Results suggest a learning loss of 0.23 and 0.25 standard deviations for language and mathematics. This equates to children having learned around 65% of what they would have in face-to-face interactions. Those from low socioeconomic status families were more affected; they learned only 48% of what they would have in normal conditions. Results suggest an increase in learning inequalities during the 2020 academic year. Implications for policy and the need for an Education recovery plan focused on disadvantaged children are discussed.

Learning loss: Impact of the COVID-19 pandemic on the students’ psychosocial condition

“…The occurrence of this learning loss may have a real impact on the quality of education (Engzell, Frey, & Verhagen, 2021). It is still a doubt for most Indonesian educators if only online learning is continually conducted in the learning process because most Indonesian students still prefer face-to-face learning (Bartholo, Koslinski, Tymms, & De Castro, 2022). When face-to-face learning is usually carried out, they assume that they are directly cared for or supervised, so that the level of desire to learn is relatively higher.…”

Implementação do ensino remoto

“…Este seria um tema de grande importância a ser investigado em estudos futuros.Por fim, mesmo com todas as especificidades dos processos de implementação observados na rede pública de Sobral, registramos uma percepção dos responsáveis de que o ensino remoto não foi capaz de alcançar suas necessidades específicas. Esta percepção é compartilhada pelos professores que apresentaram perspectivas pouco alentadoras sobre o efeito do ensino remoto no desenvolvimento cognitivo, motor e socioemocional das crianças.O prognóstico negativo dos professores foi confirmado pelos resultados da pesquisa que observou um grande impacto da pandemia na aprendizagem e aumento das desigualdades na pré-escola, em Sobral (FUNDAÇÃO MARIA CECÍLIA SOUTO VIDIGAL, 2022).De um lado, as evidências sobre a implementação do ensino remoto e do impacto da pandemia na aprendizagem mostram as limitações do ensino remoto, já observadas em outros contextos(BARTHOLO et al, 2022;ENGZELL;FREY; VERHAGEN, 2020), e indicam a importância do fortalecimento da relação família-escola e de políticas intersetoriais no momento de crise, em especial para alcançar o público mais vulnerável. De outro, os resultados dão respaldo ao argumento sobre a importância da educação infantil de qualidade.…”