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The problem
Intervention: Changes in academic instruction during COVID-19 pandemic (school closures and subsequent reopenings with modified instruction)
Who it was tested with: 488 children with sickle cell disease aged 7-18 years enrolled in a clinical cognitive surveillance program.
Experience from people who deliver programmes: stories, case studies and lessons learned. Valuable for understanding how and why, and for spotting what to test next, but not a measure of effect.
"This retrospective study included 488 children with SCD (ages 7-18 years) who participated in a clinical cognitive surveillance program. Children assessed before school closures (March 1, 2020) and after re-openings (January 1, 2021) during the COVID-19 pandemic were matched on the following variables: age, sex, genotype, hydroxyurea treatment history, socioeconomic status, fetal hemoglobin, and oxygen saturation using propensity scores." The propensity score matching design with multiple confounders controlled creates a quasi-experimental comparison of outcomes before and after the natural experiment of school closures.
Retrospective design limits causal inference; study does not identify specific aspects of instruction changes responsible for outcomes; cannot determine whether differences reflect actual learning loss or other pandemic-related factors affecting test performance
Across countries and designs
3 studies · 1 country
