TY - JOUR TI - The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education Programme AU - Akyeampong, Kwame AU - Carter, Emma AU - Rose, Pauline AU - Ryan, Jennifer AU - Sabates, Ricardo AU - Stern, Jonathan M. B. T2 - PROSPECTS AB - This article assesses the extent to which children’s language preference and their home environment matter for literacy retention. Using data from the Complementary Basic Education (CBE) program in Ghana, the authors found that large numbers of disadvantaged students reverted to not even being able to read a single word following school closures over a four-month holiday period. Widening literacy gaps were found for girls who reported they did not receive instruction in a language that they understood or did not have the resources, support, or activities at home to enable them to continue to learn while schools were closed. For boys, widening literacy gaps were only influenced by resources, support, or activities at home, but not by language preferences. The article findings suggest that schools and teachers must pay closer attention to language preference, particularly for girls, in order to ensure that language of instruction is not a barrier to literacy retention. The article also provides further evidence to support the growing claims that home supports are essential for reducing inequities in learning outcomes during school closures. DA - 2022/09/01/ PY - 2022 DO - 10.1007/s11125-021-09590-6 DP - Springer Link VL - 52 IS - 1 SP - 115 EP - 136 J2 - Prospects LA - en SN - 1573-9090 ST - The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana UR - https://doi.org/10.1007/s11125-021-09590-6 Y2 - 2023/01/07/20:46:18 KW - Covid-19 school closure KW - Equity KW - Ghana KW - Learning KW - Literacy KW - Mother-tongue education ER - TY - JOUR TI - Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery AU - Angrist, Noam AU - de Barros, Andreas AU - Bhula, Radhika AU - Chakera, Shiraz AU - Cummiskey, Chris AU - DeStefano, Joseph AU - Floretta, John AU - Kaffenberger, Michelle AU - Piper, Benjamin AU - Stern, Jonathan T2 - International Journal of Educational Development AB - We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold, learning-focused reform consistent with the literature reviewed in this paper—specifically reform on targeted instruction and structured pedagogy—could improve learning even beyond pre-COVID-19 levels. DA - 2021/07/01/ PY - 2021 DO - 10.1016/j.ijedudev.2021.102397 DP - ScienceDirect VL - 84 SP - 102397 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Building back better to avert a learning catastrophe UR - https://www.sciencedirect.com/science/article/pii/S073805932100050X Y2 - 2021/05/10/20:09:37 KW - COVID-19 KW - Education KW - Foundational skills KW - Learning loss KW - Recovery ER - TY - JOUR TI - Using educational transitions to estimate learning loss due to COVID-19 school closures: The case of Complementary Basic Education in Ghana AU - Sabates, Ricardo AU - Carter, Emma AU - Stern, Jonathan M. B. T2 - International Journal of Educational Development AB - Learning loss is expected for millions of children who have been out of school as a result of the current COVID-19 pandemic. Unfortunately, it is uncertain how much learning will be lost and how wide the gaps may be for disadvantaged children. This paper uses a unique longitudinal dataset to estimate learning loss during a three-month transition from Complementary Basic Education to government schools in Ghana. Our results show an average learning loss of 66 % of previous learning gains in foundational numeracy during this transition period. More importantly, we estimate widening gaps in learning loss according to lack of home learning support, as well as lack of home learning resources. Our results have implications for the provision of learning activities and support at home, not just during current school closures due to COVID-19, but also during transitions between academic years. DA - 2021/04/01/ PY - 2021 DO - 10.1016/j.ijedudev.2021.102377 DP - ScienceDirect VL - 82 SP - 102377 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Using educational transitions to estimate learning loss due to COVID-19 school closures UR - https://www.sciencedirect.com/science/article/pii/S0738059321000304 Y2 - 2023/01/07/20:46:31 KW - COVID-19 school closure KW - Equity KW - Ghana KW - Learning KW - Literacy KW - Numeracy ER - TY - RPRT TI - Learning at scale: interim report | Unesco IIEP Learning Portal AU - Stern, Jonathan AU - Jukes, Matthew AU - Piper, Benjamin AU - DeStefano, Joseph AU - Mejia, Jessica AU - Dubeck, Peggy AU - Carrol, Bidemi AU - Punjabi, Maitri AU - Harris-Van Keuren, Christine AU - Tufail, Fatima DA - 2021/// PY - 2021 PB - RTI UR - https://learningportal.iiep.unesco.org/en/library/learning-at-scale-interim-report Y2 - 2022/12/19/02:36:12 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Using educational transitions to estimate learning loss due to Covid-19 school closures AU - Ricardo, Sabates AU - Carter, Emma AU - Stern, Jonathan DA - 2020/// PY - 2020 PB - REAL Centre, Faculty of Education, University of Cambridge UR - https://www.educ.cam.ac.uk/centres/real/publications/Using%20educational%20transitions%20to%20estimate%20learning%20loss%20due%20to%20Covid-19%20school%20closures.pdf Y2 - 2020/08/12/15:39:56 KW - _COVID_DEAA-List ER -