 Learning losses during the COVID-19 pandemic: Evidence from MexicoEnrique Alasino, María José Ramírez, Mauricio Romero, Norbert Schady and David Uribe Economics of Education Review, 2024, vol. 98, issue C Abstract: This paper presents evidence of large learning losses and partial recovery in Guanajuato, Mexico, during and after the school closures related to the COVID-19 pandemic. Learning losses were estimated using administrative data from enrollment records and by comparing the results of a census-based standardized test administered to approximately 20,000 5th and 6th graders in: (a) March 2020 (a few weeks before school closed); (b) November 2021 (2 months after schools reopened); and (c) June of 2023 (21 months after schools re-opened and over three years after the pandemic started). On average, students performed 0.2 to 0.3 standard deviations lower in Spanish and math after schools reopened, equivalent to 0.66 to 0.87 years of schooling in Spanish and 0.87 to 1.05 years of schooling in math. By June of 2023, students were able to make up for ∼60% of the learning loss that built up during school closures but still scored 0.08–0.11 standard deviations below their pre-pandemic levels (equivalent to 0.23–0.36 years of schooling). Keywords: COVID-19; School closures; Learning loss; Recovery (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:ecoedu:v:98:y:2024:i:c:s0272775723001395 DOI: 10.1016/j.econedurev.2023.102492 Access Statistics for this article Economics of Education Review is currently edited by E. Cohn More articles in Economics of Education Review from Elsevier |
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