COVID-19's Impact on Learning Losses and Learning Inequality in Colombia

This brief focuses on Colombia which, like most countries globally, closed its schools in March of 2020 due to the COVID-19 pandemic. As throughout most of Latin America, Colombian schools remained closed for over a year, and they only began to gradually reopen in July 2021. The brief explores the p...

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Bibliographic Details
Published inCenter for Universal Education at The Brookings Institution
Main Author Vegas, Emiliana
Format Report
LanguageEnglish
Published Center for Universal Education at The Brookings Institution 01.04.2022
Subjects
Academic Achievement
Achievement Tests
Advantaged
Comparative Analysis
Correlation
COVID-19
Disadvantaged
Foreign Countries
Gender Differences
Learning Processes
Pandemics
Personal Autonomy
School Closing
School Effectiveness
Socioeconomic Status
Trend Analysis
Colombia
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Summary:This brief focuses on Colombia which, like most countries globally, closed its schools in March of 2020 due to the COVID-19 pandemic. As throughout most of Latin America, Colombian schools remained closed for over a year, and they only began to gradually reopen in July 2021. The brief explores the pandemic's impact on student learning by analyzing trends in student achievement in national assessments from 2015 to 2019 and comparing them with student achievement in the same national assessments carried out in 2020 and 2021. It also explores the extent to which students in subnational territories (ETCs)--the equivalent to U.S. states, except some are certified by the national government to have more autonomy in spending than others--with different lengths of school closure periods experienced varying levels of learning losses. Findings indicated that the effects of COVID-19 on student learning in Colombia were greatest for female students and students from wealthier backgrounds, a surprising finding given that studies from other countries have found that students from socioeconomically disadvantaged households suffered larger learning losses than their peers from wealthier households. A plausible explanation is that in Colombia students from wealthier backgrounds tend to attend better schools. Findings also showed that learning losses due to COVID-19 were lower in ETCs that provided access to in-person schooling sooner.