Potential effects of COVID-19 school closures on foundational skills and Country responses for mitigating learning loss

Abstract

This article investigates to what extent disrupted schooling and dropout affects children’s acquisition of foundational skills prior to and during the COVID-19 pandemic. Using household survey data from thirteen low- and lower-middle-income countries, we find that missing or dropping out of school is associated with lower reading and numeracy outcomes. Drawing on global surveys conducted during the pandemic, we find that countries’ remote learning responses are often inadequate to keep all children learning, avoid dropout, and mitigate the learning losses our findings predict, particularly for marginalized children and those at the pre-primary level.