<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>The effect of school closures and distance learning during the COVID19 pandemic on student achievement is still the subject of discussion. After the end of the pandemic-related restrictions, learning losses of students are being assessed and state programs were launched to help students catch up after Corona. However, to evaluate whether and how the programs have worked, reliable data on student achievement and a systematic monitoring of schools is needed. The paper argues that the data basis in Germany is not sufficient in an international comparison to fully assess the effects of the COVID19 pandemic on school students or to evaluate the government programs. This is a fundamental problem. The pandemic has only highlighted this once again.</p>
</abstract>

The effect of school closures and distance learning during the COVID19 pandemic on student achievement is still the subject of discussion. After the end of the pandemic-related restrictions, learning losses of students are being assessed and state programs were launched to help students catch up after Corona. However, to evaluate whether and how the programs have worked, reliable data on student achievement and a systematic monitoring of schools is needed. The paper argues that the data basis in Germany is not sufficient in an international comparison to fully assess the effects of the COVID19 pandemic on school students or to evaluate the government programs. This is a fundamental problem. The pandemic has only highlighted this once again.

What we (should) know about learning gaps!

Wirtschaftsdienst

This work is licensed under the Creative Commons Attribution 4.0 International License.

Was wir über Lernrückstände wissen (müssten)!

The effect of school closures and distance learning during the COVID19 pandemic on student achievement is still the subject of discussion. After the end of the...

What we (should) know about learning gaps!

Data publikacji: 14 maj 2023

Zakres stron: 249 - 252

DOI: https://doi.org/10.2478/wd-2023-0078

© 2023 Kerstin Schneider, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.