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<p>The recent shift to emergency remote teaching (ERT) due to the pandemic resulted in learning losses for students worldwide. However, no studies have examined the effects of exposure to ERT on students’ subject-specific English proficiency. Based on a battery of equated tests and repeated cross-sectional data from 18,769 university applicants spanning 7 years (2018–2024), this study gauges both the immediate and downstream effects of ERT on students’ academic performance in mathematics (math) and critical thinking in English as a foreign language. We find evidence for immediate learning loss in critical thinking for senior high school students who were recently exposed to ERT, and substantive downstream learning loss in math for children exposed to ERT when they were, on average, aged 13. Based on our findings and a review of the literature, we speculate about the reasons for these results and offer suggestions for policy, practice, and future remedial education programs.</p>

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Covid-19-related learning loss: Evidence of downstream negative effects of emergency remote teaching on performance in subject-specific English proficiency

  • 期刊论文

  • 发表日期：

    2025年9月24日

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  • Matthew Gordon Ray Courtney,
  • Alejandro Acuyo Cespedes,
  • Diana Kalemeneva,
  • Denis Pascal de Crombrugghe,
  • Assel Zhakibayeva,
  • Aigerim Baikenova

摘要

The recent shift to emergency remote teaching (ERT) due to the pandemic resulted in learning losses for students worldwide. However, no studies have examined the effects of exposure to ERT on students’ subject-specific English proficiency. Based on a battery of equated tests and repeated cross-sectional data from 18,769 university applicants spanning 7 years (2018–2024), this study gauges both the immediate and downstream effects of ERT on students’ academic performance in mathematics (math) and critical thinking in English as a foreign language. We find evidence for immediate learning loss in critical thinking for senior high school students who were recently exposed to ERT, and substantive downstream learning loss in math for children exposed to ERT when they were, on average, aged 13. Based on our findings and a review of the literature, we speculate about the reasons for these results and offer suggestions for policy, practice, and future remedial education programs.