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Learning during the Pandemic: Evidence from Uzbekistan

Syedah Aroob Iqbal,
Harry Anthony Patrinos

School closures induced by the COVID-19 pandemic led to concerns about student learning. This paper evaluates the effect of school closures on student learning in Uzbekistan, using a unique dataset that allows assessing change in learning over time. The findings show that test scores in math for grade 5 students improved over time by 0.29 standard deviation despite school closures. The outcomes among students who were assessed in 2019 improved by an average of 0.72 standard deviation over the next two years, slightly lower than the expected growth of 0.80 standard deviation. The paper explores the reasons for no learning loss.

Keywords
COVID-19, learning loss, school closures, social inequality, digital divide
Education level
K-12 Education
Topics
Student Learning
Tags
Covid-19 recovery,
International and comparative
Download 06/2023
Document Object Identifier (DOI)
10.26300/bd7n-3013
EdWorkingPaper suggested citation:
Iqbal, Syedah Aroob, and Harry Anthony Patrinos. (). Learning during the Pandemic: Evidence from Uzbekistan. (EdWorkingPaper: -790). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/bd7n-3013

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