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The problem
Intervention: Extended school closure (>4 weeks of instruction disruption in spring 2020)
Who it was tested with: 282 children aged 5–12 years enrolled in the NIH ECHO Research 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.
"Linear regression analyses estimated that children who experienced more than 4 weeks of instruction disruptions in Spring 2020 scored 4.5 points lower on age-normed math assessments compared to peers who had four or fewer weeks of disruption, adjusting for sociodemographic variables, pre-pandemic vocabulary, and COVID-19 family hardships and stress." The study uses regression adjustment with a comparison group to estimate the association between disruption duration and academic outcomes.
Duration of learning disruption was caregiver-reported rather than verified through school records. Study design is observational and cannot establish causation. Cross-sectional measurement cannot determine persistence of effects over time.
Across countries and designs
2 studies · 1 country
