COVID-19 Disruptions: Attainment Gaps and Primary School Responses. Research Report

The study uses data from five assessment points for reading and maths. It focuses on a constant sample of students, all of whom completed a Rising Stars assessment in 2019 prior to the COVID-19 pandemic. The study also administered three teacher surveys: the first focused on the initial period of lo...

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Bibliographic Details
Published inEducation Endowment Foundation
Main Authors Weidmann, Ben, Allen, Rebecca, Bibby, Dave, Coe, Rob, James, Laura, Plaister, Natasha, Thomson, Dave
Format Report
LanguageEnglish
Published Education Endowment Foundation 01.02.2022
Subjects
Achievement Gap
COVID-19
Disadvantaged Youth
Educational Practices
Elementary School Students
Equal Education
Foreign Countries
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Mathematics Achievement
Pandemics
Reading Achievement
School Closing
School Role
Social Bias
Socioeconomic Status
Standardized Tests
Teacher Role
United Kingdom (England)
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Summary:The study uses data from five assessment points for reading and maths. It focuses on a constant sample of students, all of whom completed a Rising Stars assessment in 2019 prior to the COVID-19 pandemic. The study also administered three teacher surveys: the first focused on the initial period of lockdown, the second focused on the autumn 2020 term when students returned to face-to-face instruction, the third focused on the second period of school closures from January to March 2021. This descriptive, longitudinal study focuses on primary schools in England. It has three aims: (1) to quantify changes in attainment gaps since the onset of COVID-19: the focus is on gaps between economically disadvantaged pupils and their peers in Years 2 to 6; (2) to describe how teachers and schools responded to the challenges of COVID-19; and (3) to explore associations between school responses to COVID and changes in attainment gaps. [The report was published with FFT and Teacher Tapp.]