ERIC Number: ED664789
Record Type: Non-Journal
Publication Date: 2024-Apr-13
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
School Closure Policies and Student Reading Achievement: Evidence across Countries from PIRLS 2021
Alec Kennedy; Rolf Strietholt
AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (Philadelphia, PA, Apr 11-14, 2024)
The COVID-19 pandemic disrupted education worldwide as educational systems made the decision to close schools to contain the spread of the virus. The duration of school closures varied greatly internationally. In this study, we use representative trend data from more than 300,000 students in 29 countries to examine whether the cross-country variation in the length of school closures is related to changes in student achievement before and after the outbreak of COVID-19. We observe a significant and substantial negative effect of longer school closures on student reading achievement. This effect is even more pronounced for socioeconomically disadvantaged students and those without home computer access.
Descriptors: COVID-19, Pandemics, School Closing, Educational Policy, Cultural Differences, Reading Achievement, Time Factors (Learning), Achievement Tests, Grade 4, Foreign Countries
AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Europe; Middle East; New Zealand; Singapore; Australia; South Africa
Identifiers - Assessments and Surveys: Progress in International Reading Literacy Study
Grant or Contract Numbers: N/A