Hammerstein Svenja, König Christoph, Dreisörner Thomas, Frey Andreas
Goethe University Frankfurt, Frankfurt, Germany.
Center for Educational Measurement, Faculty of Educational Sciences, University of Oslo, Oslo, Norway.
Front Psychol. 2021 Sep 16;12:746289. doi: 10.3389/fpsyg.2021.746289. eCollection 2021.
The COVID-19 pandemic led to numerous governments deciding to close schools for several weeks in spring 2020. Empirical evidence on the impact of COVID-19-related school closures on academic achievement is only just emerging. The present work aimed to provide a first systematic overview of evidence-based studies on general and differential effects of COVID-19-related school closures in spring 2020 on student achievement in primary and secondary education. Results indicate a negative effect of school closures on student achievement, specifically in younger students and students from families with low socioeconomic status. Moreover, certain measures can be identified that might mitigate these negative effects. The findings are discussed in the context of their possible consequences for national educational policies when facing future school closures.
2020年春季，新冠疫情导致许多国家的政府决定学校停课数周。关于与新冠疫情相关的学校停课对学业成绩影响的实证证据才刚刚出现。本研究旨在首次系统概述基于证据的研究，这些研究探讨了2020年春季与新冠疫情相关的学校停课对中小学学生成绩的总体影响和差异影响。结果表明，学校停课对学生成绩有负面影响，特别是对年幼学生和社会经济地位较低家庭的学生。此外，可以确定某些措施可能减轻这些负面影响。研究结果在面临未来学校停课时对国家教育政策可能产生的影响的背景下进行了讨论。
