A longitudinal perspective on the effects of Covid-19 on students' resilience. The Effect of the pandemic on the reading and mathematics achievement of 8th and 5th graders in Italy

We examine the effect of Covid-19 on students’ achievement in mathematics and reading in primary and lower secondary schools in Italy. We use longitudinal, population level data from the INVALSI assessment. We compare the math and reading achievement of students in grades 5 and 8 in academic year 2020-21 with the achievement of students in the same grades in 2018-19 (no administration took place in academic year 2019-20). We find that on average, the grade 5 Covid-cohort experienced small increases in math and reading achievement compared to the grade 5 Non-Covid cohort. By contrast, the grade 8 Covid-cohort experienced a sizeable reduction in math achievement and a smaller reduction in reading achievement compared to the Non-Covid cohort. We explore heterogeneity by students’ level of prior achievement, socio-economic status, gender and province of residence. The negative effects of the pandemic were generally greater for previously low achieving students, many of whom had a disadvantaged socio-economic condition. However, the pandemic reduced SES differentials in math and reading achievement among students with equal achievement and this effect was especially pronounced among higher achieving students. It also reduced gender gaps in mathematics among higher achievers in grade 8. At the national level, the pandemic reduced to a larger degree the achievement of students living in Northern provinces, where pre-pandemic achievement was higher. At the local level, the pandemic led to increases in achievement disparities in the South, where effects were either positive or less negative among the highest achievers, but it led to reductions in achievement disparities in the North because the effects were mostly concentrated among highest achievers.