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Pandemic School Closures May Increase Inequality in Test Scores
Catherine Haeck1, Pierre Lefebvre1
1Department of Economics, Université du Québec à Montréal, Montréal, Québec.
Canadian Public Policy. Analyse De Politiques
|April 17, 2024
Summary
School closures due to the pandemic may widen socioeconomic achievement gaps by over 30 percent. This highlights the urgent need to address educational inequalities when reopening schools.
Area of Science:
- Education policy
- Socioeconomic factors in learning
- Child development
Background:
- The COVID-19 pandemic led to widespread school closures across Canada.
- Reopening decisions must consider existing cognitive skill inequalities and the impact of learning loss.
- Socioeconomic disparities can significantly affect educational outcomes.
Purpose of the Study:
- To estimate socioeconomic achievement gaps among 15-year-olds in Canada.
- To assess the pandemic's impact on educational inequalities.
- To project the potential increase in the socioeconomic skills gap.
Main Methods:
- Utilized data from a companion article for estimations.
- Incorporated literature estimates on the impact of school closures.
- Analyzed Programme for International Student Assessment (PISA) data.
Main Results:
- The socioeconomic skills gap in Canada could increase by over 30 percent.
- Pandemic-related school interruptions exacerbate existing educational inequalities.
- Cognitive skill disparities among students are likely to widen.
Conclusions:
- The pandemic's disruption to education poses a significant threat to socioeconomic equity.
- Addressing the projected increase in the skills gap is crucial for equitable reopening strategies.
- Further research is needed to mitigate the long-term effects of learning loss on vulnerable student populations.
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