The Department of Education Reform, in conjunction with researchers from the International Association for the Evaluation of Educational Achievement and others, just released a paper focused on learning loss titled The Learning Crisis: Three Years After COVID-19.

For two decades before the COVID-19 pandemic, student achievement in math and science showed steady improvement worldwide, despite some regional and national differences. However, this positive trend was disrupted in 2023, with global averages even reversing across countries, said co-author Harry Patrinos, head of the Education Reform Department and 21st Century Endowed Chair in Education Policy at the U of A.

That's according to the researchers' analysis of the Trends in International Mathematics Science Study (TIMMSS) 2023, released last week. Patrinos and researchers from the International Association for the Evaluation of Educational Achievement, Aarhus University and the University of Warsaw analyzed the new data alongside findings from previous cycles of the quadrennial report, highlighting a global learning crisis. Their study reveals significant variations in student performance across and within countries, with disparities strongly influenced by gender and family background.

"TIMSS data show that in countries with prolonged school closures, achievement levels are often lower than expected," Patrinos said. "The data not only reveal the scale of learning losses but also highlight the vulnerabilities of disadvantaged students, making it clear that equitable recovery efforts are essential to ensuring all students can thrive in the post-pandemic era."

Key findings include:

The study offers a longitudinal perspective on the pandemic's impact on learning and underscores the need to build more resilient education systems. The authors note an urgent need for targeted interventions to address the lingering effects of school closures to mitigate long-term consequences for global education systems.