Examining Covid-19-induced learning loss: A large-scale repeated cross-sectional study of seventh-grade selective school applicants’ academic performance in Kazakhstan
Kalemeneva D. Courtney M.G.R. Rakhymbayeva Z. Shilibekova A. Yessingeldinov B. Olzhayeva A.
December 2024Springer Science and Business Media B.V.
Prospects
2024#54Issue 3853 - 872 pp.
Kazakhstan experienced significant modifications to its education system in response to the outbreak of Covid-19, involving widespread school closures in the 18 months between March 2020 and September 2021. The purpose of this study is to estimate the loss of learning for seven different subjects due to the pandemic restrictions. Based on a large sample of selective school applicants over the past decade (N = 161,971) and a series of equated standardized assessments, extrapolatory analysis revealed substantive Covid-19-induced learning loss for all seven test subjects of interest. The study identified very large learning losses in Kazakh and Russian literacy (whether as a 1st or 2nd language) and more moderate losses in mathematics, quantitative reasoning, and ESOL ability. We speculate on the reasons for the differences in effect sizes and provide implications for future policy and practice, with a particular focus on planning for remedial education programmes.
Covid-19 pandemic , Learning loss , Online learning , Remedial learning , Reverse Flynn effect
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Graduate School of Education, Nazarbayev University, Astana, Kazakhstan
Institutional Research & Analytics, Office of the President, Nazarbayev University, Astana, Kazakhstan
Nazarbayev Intellectual Schools (NISs), Astana, Kazakhstan
Graduate School of Education
Institutional Research & Analytics
Nazarbayev Intellectual Schools (NISs)
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