تقرير
Impact of COVID-19-Related School Closures in Key Stage 1 on Attainment and Social Skills of Pupils in Year 2 and Year 3 in Academic Year 2021/2022
| العنوان: | Impact of COVID-19-Related School Closures in Key Stage 1 on Attainment and Social Skills of Pupils in Year 2 and Year 3 in Academic Year 2021/2022 |
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| اللغة: | English |
| المؤلفون: | Wheater, Rebecca, Rose, Susan, Ager, Robert, Liht, Jose, Styles, Ben, Twist, Liz, Education Endowment Foundation (EEF) (United Kingdom), National Foundation for Educational Research (NFER) (United Kingdom) |
| المصدر: | Education Endowment Foundation. 2022. |
| الإتاحة: | Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/ |
| Peer Reviewed: | Y |
| Page Count: | 123 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education |
| Descriptors: | COVID-19, Pandemics, School Closing, Academic Achievement, Reading Achievement, Mathematics Achievement, Interpersonal Competence, Elementary School Students, Outcomes of Education, Foreign Countries, Achievement Gap, Economically Disadvantaged |
| مصطلحات جغرافية: | United Kingdom (England) |
| مستخلص: | This is a longitudinal study that follows the youngest school-age children affected by the COVID-19 pandemic over time to understand the long-term impact of the partial school closure on pupils' attainment (reading and maths) and social skills, and on the gap between the attainment of disadvantaged and non-disadvantaged children. The research, conducted by the National Foundation for Education Research (NFER), builds on findings from a previous study (Rose et al. 2021) and tracks the same pupils who were in KS1 (Y1 & Y2) during the first partial school closure, for a two further years, once in 2021/22 when they were in Year 2 and Year 3 and will again in 2022/23 when they are in Year 3 and Year 4. This report covers the results from the first year of the two-year follow up. Attainment outcomes of pupils in Year 2 and Year 3 in spring 2022, measured by NFER assessments of reading and mathematics, are compared with attainment outcomes for a representative sample of pupils assessed in 2019 and 2017 for Year 2 and Year 3, respectively--before the COVID-19 pandemic. Additionally, the study utilises a repeated measures design such that the reading and mathematics outcomes from pupils in Year 2 and 3 were compared with their outcomes from the previous academic year, when the same pupils were assessed as part of the previous study whilst in Year 1 and Year 2 (Rose et al. 2021). In addition to measuring reading and mathematics attainment, the study also included a teacher measure of pupils' social skills for a sub-sample of twelve pupils within each year group in each school. Contextual information about school practices and any catch-up activities being undertaken with the pupils was also collected though a survey completed by 67 headteachers. [For the previous study, "Impact of School Closures and Subsequent Support Strategies on Attainment and Socio-Emotional Wellbeing in Key Stage 1. Research Report," see ED620409.] |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | ED627825 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |