The ability of low- and High-SES schools to inhibit learning losses during the COVID-19 pandemic

Abstract

The study examined whether the pandemic-induced digital distance learning affected the ability of educational units to inhibit learning losses and whether their SES compositions modified those effects. By applying random-intercept multinomial regression models to educational units’ average test scores comparing the 2019–2021 period to the 2017–2019 period based on data from the National Assessment of Basic Competencies in Hungary, the results indicated that educational units were less likely to inhibit learning losses during the COVID-19-affected two-year period. Educational units with less advantaged student SES composition were more susceptible to a decrease in their average mathematics test scores than the most advantaged institutions. Nevertheless, the pandemic did not seem to have an additional negative effect on educational units with the most disadvantaged SES composition.

Keywords

• School closures
• COVID-19
• Educational inequality