Description
Using a large dataset from around 500,000 Dutch primary students from about 2200 schools, we analyse the effect of two years of the pandemic on growth in proficiency rates of standardized tests for mathematics, reading and spelling in Dutch primary education. Using rich (social) background information on both the students and the school, we analyse differential effects by SES of the student. We find that the pandemic still has a negative effect on growth in proficiency score for maths and spelling, already the learning growth for reading seems to be back to normal. The negative effect of the pandemic for spelling and maths is larger for students from a low and average SES than for students from a high SES. When analysing the first year into the pandemic separately from the second year, we find that the delays in learning growth are about the same in both years, implying that hardly any catching up happened in the second year. Many strategies were put in place since the start of the pandemic to undo the negative consequences, one of them being the implementation of catch up programmes for disadvantaged children. We show that these programmes were effective and that inequality has decreased due to them.| Period | 20 May 2022 |
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| Event title | Workshop in Honour of Prof. dr. Henriëtte Maassen van den Brink |
| Event type | Workshop |
| Location | Amsterdam, NetherlandsShow on map |
| Degree of Recognition | International |