 Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in MexicoFelipe J. Hevia, Samana Vergara-Lope, Anabel Velásquez-Durán and David Calderón International Journal of Educational Development, 2022, vol. 88, issue C Abstract: There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss. Keywords: Academic achievement; Learning assessment; Educational equality; Learning loss; Learning poverty; Learning gap (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:88:y:2022:i:c:s0738059321001681 DOI: 10.1016/j.ijedudev.2021.102515 Access Statistics for this article International Journal of Educational Development is currently edited by Stephen P Heyneman More articles in International Journal of Educational Development from Elsevier |
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