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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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국회도서관 홈으로 정보검색 소장정보 검색
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목차보기

Title page 1

Contents 1

Abstract 3

1. Introduction 4

2. Data and Methods 4

3. Findings 6

4. Conclusion 10

References 11

Annex: Robustness Checks and Results by Grade 12

Tables 7

Table 1. Departure from the Linear Trend 7

Table 2. Departure from Linear Trend for the USA by Sex and Language 8

Figures 9

Figure 1. Learning Loss by Achievement Decile 9

Figure 2. Placebo tests 10

Annex Tables 12

Table A1. Regression specification tests: The departure from the linear trend for USA students 12

Table A2. Time span sample robustness checks 12

Table A3. Departure from linear trend 13

초록보기

The COVID-19 pandemic caused widespread disruptions to education, with school closures affecting over one billion children.

These closures, aimed at reducing virus transmission, resulted in significant learning losses, particularly in mathematics and science.

Using United States data from TIMSS, this study analyzes the impact of school closure on learning outcomes.

The losses amount to 0.36 SD for mathematics and 0.16 SD for science.

The declines are similar across grades.

The average decline in mathematics performance among U.S. students is substantially greater than the global average.

In science, the decline observed among U.S. students does not significantly differ from the global trend.

Girls experienced greater deviations from long-term trends than boys across both subjects and grade levels, reversing long term trends that once favored girls.

Robustness checks confirm that pandemic-related school closures caused the decline in mathematics, while the downturn in science had already begun before COVID-19.

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