Quantifying learning losses due to COVID-19 in Ecuador: A fixed-effects analysis of standardized test scores for elementary and middle school

• Published in: Gestión y análisis de políticas públicas 2024-11 (36), p.81-95
• Main Authors: Ponce Jarrín, Juan Elias, Intriago Armijos, Ruthy Vanessa
• Format: Article
• Language: English
• Subjects: academic performance; COVID-19; education; fixed-effects model; learning loss
• ISSN: 1134-6035; 1989-8991
• DOI: 10.24965/gapp.11346

Objectives: The COVID-19 crisis has led to extensive school closures, affecting education worldwide. This study investigates the impact of these closures on academic achievement in Ecuador, particularly for 4th-, 7th-, 10th-, and 12th-grade students. Methodology: A score-equating process was conducted to standardize test scores across different school years. The study spans four years and employs a fixed-effects regression model to analyze learning achievements. Results: The results indicate a significant adverse impact of the pandemic on academic achievements across all grades. On average, students’ academic achievements in 2022 were substantially lower than those in the pre-pandemic years, suggesting a near-complete loss of learning. Conclusions: These findings underscore the profound negative effects of the COVID-19 pandemic on education in Ecuador and emphasize the urgent need for effective interventions to address learning loss and mitigate long-term consequences.