Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement

Kuhfeld, Megan; Soland, James; Tarasawa, Beth; Johnson, Angela; Ruzek, Erik; Liu, Jing

doi:10.3102/0013189x20965918

Cited by 831 publications

(770 citation statements)

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“…Along with differences in home environments and access to technology and learning resources, different groups’ orientations towards education are likely to contribute to a reduction in academic ability over the summer (often known as “summer learning loss”), which tends to increase the socioeconomic gap in academic attainment (Downey & Hippel, 1998; Meyer, Yao, & Meissel, 2020; Quinn, Cooc, McIntyre, & Gomez, 2016; von Hippel, Workman, & Downey, 2018). They are also likely to be a major driver of any increase in educational inequality that results from the school closures due to the COVID‐19 pandemic, so much so that, while most students are expected to suffer learning loss because of the school closures, the most advantaged may actually gain (Francis, 2020; Kuhfeld & Tarasawa, 2020).…”

Section: The Identities In Context Model: Linking Contextual Variatiomentioning

confidence: 99%

Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions

Easterbrook

Hadden

2020

Social Issues Policy Review

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Some groups of students-typically those who have suffered because of historical inequality in society-disproportionately experience psychological barriers to educational success. These psychological barriers-feelings of threat to their social identity and the sense that their identity is incompatible with educational success-make substantial contributions to inequalities in educational outcomes between groups, even beyond economic, historical, and structural inequalities. A range of wise psychological interventions can help remove these barriers by targeting students' subjective interpretation of their local educational context. In this review, we outline the Identities in Context model of educational inequalities, which proposes that interactions between students' social identities and features of the local educational context-expectations about a group's academic performance, a group's representation in positions associated with academic success, and a group's orientation towards education-can trigger social identity threat and identity incompatibility in ways that vary considerably across contexts. We present an implementation process, based on the Identities in Context model, that academic researchers, policymakers, and practitioners can follow to help them choose and tailor wise interventions that are effective in reducing educational inequalities in their local context. Throughout the review, we make policy recommendations regarding how educational practices can be altered to help remove psychological barriers for underperforming groups of students and so reduce educational inequalities. Some groups of students-such as some ethnic minorities or those from lower class backgrounds-on average achieve much lower academic grades and

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Section: The Identities In Context Model: Linking Contextual Variatiomentioning

confidence: 99%

Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions

Easterbrook

Hadden

2020

Social Issues Policy Review

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“…As cases and deaths from coronavirus disease 2019 (COVID-19) in Europe rose sharply in late March, most European countries implemented strict mitigation policies, including closure of nonessential businesses and mandatory stay-at-home orders. These policies were largely successful at curbing transmission of SARS-CoV-2, the virus that causes COVID-19 ( 1 ), but they came with social and economic costs, including increases in unemployment, interrupted education, social isolation, and related psychosocial outcomes ( 2 , 3 ). A better understanding of when and how these policies were effective is needed.…”

mentioning

confidence: 99%

Mitigation Policies and COVID-19–Associated Mortality — 37 European Countries, January 23–June 30, 2020

Fuller

Hakim

Victory

et al. 2021

MMWR Morb. Mortal. Wkly. Rep.

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“…The stakes are high considering the impact of past school closures resulting from disease (Smith, 2020), natural disasters, war (Barber, 2008). Kuhfeld et al (2020) predict that COVID-19-induced school closures will generate significant learning losses, with the largest negative effects concentrated among low-achieving students. Research on school closures as a result of disease also highlight the possibility of permanent damage to education systems.…”

Section: Context Mattersmentioning

confidence: 99%

Australian Strategic Partnerships in Remote Education

Nietschke¹

2021

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This literature review provides an overview of past and present responses to remote schooling in Australia, drawing on international research. The paper begins by discussing historical responses to emergency and extended schooling, including during the COVID-19 crisis. The discussion then focuses on effective teaching and learning practices and different learning design models. The review considers the available evidence on technology-based interventions and their use during remote schooling periods. Although this research is emergent, it offers insights into the availability and suitability of different mechanisms that can be used in remote learning contexts. Noting that the local empirical research base is limited, the discussion focuses on the ways in which Australia has drawn upon international best practices in remote schooling in order to enhance teaching and learning experiences. The paper concludes by discussing the conditions that can support effective remote schooling in different contexts, and the considerations that must be made around schooling during and post pandemic.

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Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement

Cited by 831 publications

References 40 publications

Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions

Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions

Mitigation Policies and COVID-19–Associated Mortality — 37 European Countries, January 23–June 30, 2020

Australian Strategic Partnerships in Remote Education

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