The impact of COVID-19 school disruptions on children's learning.

ABSTRACT:

Introduction

National health policies to stop the spread of the COVID-19 virus in the US resulted in widespread school closures and disrupted learning in Spring 2020.

Methods

This study draws on unique individual-level data from n = 282 5-12 year olds enrolled in the NIH Environmental influences on Child Health Outcomes (ECHO) Research Program to investigate associations between caregiver-reported duration of Spring 2020 learning disruptions and academic achievement.

Results

Linear regression analyses estimated that children who experienced more than 4 weeks of instruction disruptions in Spring 2020 scored 4.5 points [95% CI: -8.77, -0.22] lower on age-normed math assessments compared to peers who had four or fewer weeks of disruption, adjusting for sociodemogr

SUBMITTER: Blackwell CK 

PROVIDER: S-EPMC11460541 | biostudies-literature | 2024

REPOSITORIES: biostudies-literature