Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement
Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement
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DOI：
10.3102/0013189x20965918
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发表时间：
2020-11-01
影响因子：
8.2
通讯作者：
Liu, Jing
中科院分区：
文献类型：
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作者：
Kuhfeld, Megan;Soland, James;Liu, Jing
随着2019冠状病毒病疫情颠覆了2019-2020学年，教育系统争先恐后地满足学生和家庭的需求，几乎没有关于学校关闭如何影响学习的数据。在这项研究中，我们根据（a）缺勤文献的估计和（B）对500万学生夏季学习模式的分析，对COVID-19相关的学习损失进行了一系列预测。根据我们的预测，返回的学生预计将在2020年秋季开始，相对于典型学年，阅读的学习收益约为63%至68%，数学的学习收益约为37%至50%。然而，我们预计，在学校关闭期间失去阵地并不是普遍的，前三分之一的学生可能在阅读方面有所收获。
As the COVID-19 pandemic upended the 2019-2020 school year, education systems scrambled to meet the needs of students and families with little available data on how school closures may impact learning. In this study, we produced a series of projections of COVID-19-related learning loss based on (a) estimates from absenteeism literature and (b) analyses of summer learning patterns of 5 million students. Under our projections, returning students are expected to start fall 2020 with approximately 63 to 68% of the learning gains in reading and 37 to 50% of the learning gains in mathematics relative to a typical school year. However, we project that losing ground during the school closures was not universal, with the top third of students potentially making gains in reading.