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COVID-19 effects on elementary school children's learning gains: Substantial, differential, persistent?

Grant number: unknown

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Key facts

  • Disease

    COVID-19

  • Start & end year

    2020

  • Funder

    Volkswagen Stiftung

  • Principal Investigator

    Prof Dr and Dr Jessika Golle, Patrick Lösche

  • Research Location

    Germany

  • Lead Research Institution

    Universität Tübingen

  • Research Priority Alignment

    N/A

  • Research Category

    Policies for public health, disease control & community resilience

  • Research Subcategory

    Policy research and interventions

  • Special Interest Tags

    N/A

  • Study Type

    Non-Clinical

  • Clinical Trial Details

    N/A

  • Broad Policy Alignment

    Pending

  • Age Group

    Children (1 year to 12 years)

  • Vulnerable Population

    Unspecified

  • Occupations of Interest

    Unspecified

Abstract

This project investigates COVID-19-related consequences for students' learning gains in their very early years. It aims to find a slump in learning growth for children exposed to school closure compared to children under regular learning conditions, especially for children in low-income families. Besides the effects of COVID-19 on teaching and learning, the data will reveal empirical evidence for schools' attempts to close achievement gaps over time.