COVID19 Pandemic and Learning Loss

Background:
The pandemic has disrupted schooling across the world, with  potentially devastating long-term consequences for children’s learning  and life outcomes. School close
ures have restricted learning activities  to each individual homes, and limited digital infrastructure and  parent’s inexperience in supporting children’s learning is almost  certain to result in learning loss.
However, the effect is unlikely to have affected everyone equally.  Children from disadvantaged background are likely to have suffered more  from the closures. Given the financial strain that COVID19 has afflicted  to the government and the public, it is important to identify policies  that could effectively mitigate the long-term consequences of the  impact, particularly for those who are most affected, who are also most  likely to not receive sufficient support after school have reopened.
To achieve this, we need to further our understanding beyond the  scale of the impact of COVID19 on learning. Identifying the factors that  have influenced differences in learning outcomes during the pandemic  will strengthen policymaking using research-based evidence.

Objective:
This research has a twofold aim. The first is to measure the scale of  learning loss that is caused by the disruption during the COVID19  Pandemic. Second is to identify the factors that have influenced the  difference in the scale of learning loss between different groups,  including ones who were exposed to different policies.

Methodology: 
This research is conducted using primary data, both that have been  collected before this research began from past RISE studies, and one  that is collected during. There are two main information types that is  going to be collected during the study: 1. Student learning assessment  results to measure learning outcomes between students, collected  periodically and 2. Principal and parent’s survey to obtain information  on the different behaviours and policies each child is exposed to,  collected once during school closures, and once after school have  reopened.
The two data will be analysed together to potentially identify the  effect of each factors and policies on learning outcomes during the  pandemic.

背景：疫情席卷全球，对全球范围内的学校教育造成了冲击，其潜在的对儿童学习和生活结果的长期负面影响可能灾难性。学校关闭使得学习活动受限，学生不得不居家学习，加之数字基础设施的不足以及家长在支持孩子学习方面的经验不足，几乎必然导致学习成果的损失。然而，这种影响不太可能对所有人产生同等程度的影响。来自弱势背景的儿童可能遭受的影响更为严重。鉴于 COVID19 对政府和公众造成的财政压力，识别能够有效减轻影响长期后果的政策至关重要，尤其是对于那些受影响最大，同时在学校重新开放后最可能无法获得充分支持的人群。为实现这一目标，我们需要超越 COVID19 对学习影响的规模，进一步深入了解影响疫情期间不同群体学习成果差异的因素，包括那些受到不同政策影响的群体。目标：本研究具有双重目的。首先，旨在衡量由 COVID19 疫情期间中断引起的学习损失规模。其次，旨在识别影响不同群体学习损失规模差异的因素，包括那些接触到不同政策的群体。方法论：本研究采用原始数据，包括在研究开始之前从过去的 RISE 研究中收集的数据，以及研究期间收集的数据。研究期间将收集两种主要信息类型：1. 学生学习评估结果，用于衡量学生之间的学习成果，定期收集；2. 校长和家长调查，以获取有关每个孩子所接触到不同行为和政策的信息，在学校关闭期间和学校重新开放后各收集一次。这两种数据将一起分析，以潜在地识别每个因素和政策对疫情期间学习成果的影响。