• Johannes Schult
  • Nicole Mahler
  • Benjamin Fauth
  • Marlit Annalena Lindner
The COVID-19 pandemic disrupted classes in spring 2020. Temporary school closures supposedly led to a considerable learning loss, particularly for low-achieving students. Teachers faced challenges of remote learning environments. Students spent less time learning. The present study investigates the competencies of fifth graders in Baden-Wurttemberg, Germany, using large-scale assessments in reading and mathematics from annual mandatory tests in September (each n > 80,000). Competence scores were slightly lower in 2020 (after 2 months of school closures) compared with the three previous years (-0.07 SD for reading comprehension, -0.09 for operations, and -0.03 for numbers). Regarding mathematics, low-achieving students seem to have a learning backlog that deserves attention in future education. School characteristics such as the average sociocultural capital and the proportion of students with a migration background played a minor role in mediating the schools' learning loss. Still, lower sociocultural capital was positively associated with larger learning loss in mathematics.
Original languageEnglish
JournalSchool Effectiveness and School Improvement
Issue number4
Pages (from-to)544-563
Publication statusPublished - 02.10.2022
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    Research areas

  • COVID-19, large-scale assessments, mathematics competencies, reading competencies, school closures

ID: 1785441