Throughout 2020, parents and teachers were worried about the loss of educational opportunities caused by the pandemic, but a comprehensive research by the University of Newcastle has found there was very little difference in student achievement between 2019 and 2020.
Students in Year 3 and 4 from 62 schools in NSW were tested in 2019, and 51 of those students were re-tested for a second time in 2020.
The study focused on the impact of the pandemic on student achievement in mathematics and reading and took into account wellbeing and attitudes toward schooling.
The evidence was released in a report today titled, ‘Evaluating the Impact of COVID-19 on NSW Schools.’
Laureate Professor Jenny Gore said while ‘learning loss’ was part of the 2020 education lexicon, the new evidence tells a different story.
“Our research offers a striking counter-narrative to widespread speculation about alarming levels of ‘learning loss’ for all students,” Professor Gore said.
Highlights of the results were that there were no differences in achievement growth identified for Indigenous students or students in regional areas.
“These results highlight the hard work and dedication of NSW public school teachers,”
“Students learned and achieved during 2020. They did not go backward or experience ‘learning loss’. Rather, some did not achieve the same level of growth as students in the previous cohort, and others achieved more,” Professor Gore said.
The findings did show however, that the wellbeing of teachers and students were impacted.
“Our research highlights a need to provide ongoing support to all teachers and students to ensure their wellbeing as the 2021 school year commences.”
