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Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery

Author

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  • Angrist, Noam
  • de Barros, Andreas
  • Bhula, Radhika
  • Chakera, Shiraz
  • Cummiskey, Chris
  • DeStefano, Joseph
  • Floretta, John
  • Kaffenberger, Michelle
  • Piper, Benjamin
  • Stern, Jonathan

Abstract

We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold, learning-focused reform consistent with the literature reviewed in this paper—specifically reform on targeted instruction and structured pedagogy—could improve learning even beyond pre-COVID-19 levels.

Suggested Citation

  • Angrist, Noam & de Barros, Andreas & Bhula, Radhika & Chakera, Shiraz & Cummiskey, Chris & DeStefano, Joseph & Floretta, John & Kaffenberger, Michelle & Piper, Benjamin & Stern, Jonathan, 2021. "Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery," International Journal of Educational Development, Elsevier, vol. 84(C).
    • Handle: RePEc:eee:injoed:v:84:y:2021:i:c:s073805932100050x
    DOI: 10.1016/j.ijedudev.2021.102397
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