Learning losses and educational inequalities in Europe: Mapping the potential consequences of the COVID-19 crisis

ARTICLE SUMMERY

100

What is the age group that the article covers?  

Grade 4 - around 10 years old

200

Besides understanding educational disparities, what major purpose drove the researchers to study 4th-grade math achievement in relation to socioeconomic factors?

To inform and influence educational policy decisions. 

300

what is one limitation of the study? 

there is not an adequate amount of data as this pandemic is so recent as well as there are many other external factors that can play a role in learning loss such as teachers.

RELATION TO FOUNDATIONAL CONTENT

100

Which theory explaining the social gradient (psycho-social, material, meo-material) is this study most applicable to.

Materialist

200

Which approach should be applied in this study for systemic change?

population approach

300

How do educational outcomes fall on a social gradient?

They are directly correlated and predictable by socioeconomic status.

RELATION TO CHAPTER 5

100

Why do both Davidson and the article's authors stress the importance of high-quality early childhood education?

To help mitigate the disparities that disadvantaged students may face further down the road.

200

What other age might have been better for this study to access the long-term effects of COVID-19

between the ages of about 15 to 25 - this is when serious mental illnesses are likely to occur for reasons that likely have something to do with the interactions of predispositions, life experiences, and neural sculpting

300

How would Geoffry Rose go about solving the effect of covid-19 and learning losses?

Focus on the entire population of children rather than focusing on only the worst-off children.