Using Data to Advance Educational Research, Policy, and Practice: Design, Content, and Research Potential of the Netherlands Cohort Study on Education

Haelermans, Carla; Huijgen, T.G.; Jacobs, Madelon; Levels, Mark; Velden, R.K.W. van der; Vugt, Lynn van; Wetten, Sanne van

doi:10.1093/esr/jcaa027

Cited by 24 publications

(19 citation statements)

References 5 publications

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“…Therefore, it is likely that our data is not representative for the whole population, and additional tests on our sample in comparison to the full population confirm this. Table 3 shows the representativeness of our sample in comparison to the full population (based on the National Cohort Study on Education; [in Dutch abbreviated as NCO] [ 32 ] on student and school background characteristics. Overall, we see that our sample is over-represented in students with a non-western migration background, and students with low parental income.…”

Section: Methodsmentioning

confidence: 99%

Sharp increase in inequality in education in times of the COVID-19-pandemic

et al. 2022

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The COVID-19-pandemic forced many countries to close schools abruptly in the spring of 2020. These school closures and the subsequent period of distance learning has led to concerns about increasing inequality in education, as children from lower-educated and poorer families have less access to (additional) resources at home. This study analyzes differences in declines in learning gains in primary education in the Netherlands for reading, spelling and math, using rich data on standardized test scores and register data on student and parental background for almost 300,000 unique students. The results show large inequalities in the learning loss based on parental education and parental income, on top of already existing inequalities. The results call for a national focus on interventions specifically targeting vulnerable students.

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Section: Methodsmentioning

confidence: 99%

Sharp increase in inequality in education in times of the COVID-19-pandemic

et al. 2022

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“…In these data, we have information available from standardized tests written before and after the first and second lockdown and the corresponding first and second schoolclosure in the Netherlands. (Haelermans et al, 2020).…”

Section: Data Collection Standardized Testsmentioning

confidence: 99%

“…We add to this literature by painting a picture of how a full year of COVID-19 crisis in Dutch primary education has affected the learning growth of students, and how it increased pre-existing inequalities 1 . We use unique large-scale data on standardized test scores in primary education, that were recently collected as part of the Netherlands Cohort Study on Education (see Haelermans et al, 2020 for more information on this dataset). This dataset includes about 450,000 students from approximately 1,600 Dutch primary schools (more than 25% of all Dutch primary schools).…”

Section: Introductionmentioning

confidence: 99%

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A full year COVID-19 crisis with interrupted learning and two school closures: The effects on learning growth and inequality in primary education

Haelermans¹,

Jacobs²,

Vugt³

et al. 2021

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After more than a year of COVID-19 crisis and the school closures that followed all around the world, the concerns about lower learning growth and exacerbated inequalities are larger than ever. In this paper, we use unique data to analyse how one full year of COVID-19 crisis in Dutch primary education has affected learning growth and pre-existing inequalities. We draw on a dataset that includes around 330,000 Dutch primary school students from about 1,600 schools, with standardized test scores for reading, spelling and mathematics, as well as rich (family) background information of the students. The results show a lower learning growth over a full year for all three domains, varying from 0.06 standard deviations for spelling to 0.12 for maths and 0.17 standard deviations for reading. Furthermore, we find that the lower learning growth is (much) larger for vulnerable students with a low socioeconomic background. This implies that pre-existing inequalities between students from different backgrounds have increased. These results are quite alarming and suggest that distance learning could not compensate for classroom teaching, although it prevented some damage that would have occurred if students had not enjoyed any formal education at all.

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“…We linked the original cohort data to the register data of their children, including test scores as well as other information on children's educational career. The latter information is available in the so-called Netherlands Cohort Study on Education (NCO) in which multiple sources of register data on education are linked (for an overview, see Haelermans et al 2020).…”

Section: Datamentioning

confidence: 99%