Anders, Jacob;
(2024)
The pandemic, socioeconomic disadvantage, and learning outcomes in England.
In: Schnepf, Sylke and Volante, Louis and Klinger, Don and Giancola, O and Salmieri, L, (eds.)
The pandemic, socioeconomic disadvantage, and learning outcomes: cross-national impact analyses of education policy reforms.
(pp. 54-74).
Publications Office of the European Union
![[thumbnail of The pandemic, socioeconomic disadvantage, and learning outcomes in England.pdf]](https://discovery-pp.ucl.ac.uk/style/images/fileicons/text.png) |
Text
The pandemic, socioeconomic disadvantage, and learning outcomes in England.pdf - Accepted Version Access restricted to UCL open access staff Download (628kB) |
Abstract
This chapter sets out the extent of disruption resulting from the COVID-19 pandemic on young people’s education, examines the impact of this disruption on learning losses in England, as well as the effectiveness of national policy interventions aiming to mitigate this. English schools were closed to most pupils for around 16 weeks at two main time points, but with significantly more disruption due to individual school and within-school group closures both directly due to COVID-19 cases and resulting staff absence issues. Analysis by the Education Policy Institute suggests that English primary school pupils experienced learning losses, resulting from the school disruptions and closures, of around two months in reading and almost four months in mathematics. Catch up has been encouraging, but stubborn gaps in mathematics attainment appear to persist at both primary and secondary phases. Moreover, further analyses of these estimates suggest that those from disadvantaged backgrounds, in more disadvantaged areas and in schools with more disadvantaged intakes have fared worse, resulting in increases in educational inequality compared to before the onset of the pandemic. This chapter examines these findings and considers the education policy response to the disruption caused by the pandemic, principally through the government’s policy initiatives packaged under the banner of the National Tutoring Programme.
| Type: | Book chapter |
|---|---|
| Title: | The pandemic, socioeconomic disadvantage, and learning outcomes in England |
| ISBN-13: | 978-92-76-61951-2 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.2760/800165 |
| Publisher version: | https://op.europa.eu/en/web/general-publications |
| Language: | English |
| Additional information: | © European Union, 2024. Unless otherwise noted, the reuse of this document is authorised under a Creative Commons Attribution 4.0 International (CC BY 4.0) licence (https://creativecommons.org/licenses/by/4.0/). |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > Centre for Education Policy and Equalising Opportunities |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10182113 |
Archive Staff Only
 |
View Item |
