COVID-19 Disruptions: Attainment Gaps and Primary School Responses. Research Report

Autor/inn/en	Weidmann, Ben; Allen, Rebecca; Bibby, Dave; Coe, Rob; James, Laura; Plaister, Natasha; Thomson, Dave
Institution	Education Endowment Foundation (EEF) (United Kingdom)
Titel	COVID-19 Disruptions: Attainment Gaps and Primary School Responses. Research Report
Quelle	(2022), (92 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	COVID-19; Pandemics; Achievement Gap; School Closing; Elementary School Students; Socioeconomic Status; Disadvantaged Youth; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; School Role; Foreign Countries; Teacher Role; Educational Practices; Equal Education; Social Bias; Standardized Tests; Reading Achievement; Mathematics Achievement; United Kingdom (England) + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Socio-economic status; Sozioökonomischer Status; Benachteiligter Jugendlicher; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Lehrerrolle; Bildungspraxis; Standadised tests; Standardisierter Test; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	The study uses data from five assessment points for reading and maths. It focuses on a constant sample of students, all of whom completed a Rising Stars assessment in 2019 prior to the COVID-19 pandemic. The study also administered three teacher surveys: the first focused on the initial period of lockdown, the second focused on the autumn 2020 term when students returned to face-to-face instruction, the third focused on the second period of school closures from January to March 2021. This descriptive, longitudinal study focuses on primary schools in England. It has three aims: (1) to quantify changes in attainment gaps since the onset of COVID-19: the focus is on gaps between economically disadvantaged pupils and their peers in Years 2 to 6; (2) to describe how teachers and schools responded to the challenges of COVID-19; and (3) to explore associations between school responses to COVID and changes in attainment gaps. [The report was published with FFT and Teacher Tapp.] (ERIC).
Anmerkungen	Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01