Question
Discuss the two groups that Ardington et al. (2021) present in relation to each other of it.
International Journal of Educational Development 86 (2021) 102480
COVID-19 learning losses: Early grade reading in South Africa
Cally Ardington
a,*, Gabrielle Willsb, Janeli Kotzec
a
SALDRU, University of Cape Town, South Africa
b
Research on Socio-Economic Policy, Stellenbosch University, South Africa
c
Department of Basic Education, South Africa
A R T I C L E I N F O
Keywords:
COVID-19
School closure
Learning losses
Early grade reading
A B S T R A C T
Using three different studies on early grade reading from no-fee schools across in South Africa, this paper es-
tablishes short-term learning losses in reading for grade 2 and 4 students from under-resourced school contexts.
We find that in 2020 grade 2 students lost between 57 % and 70 % of a year of learning relative to their pre-
pandemic peers. Among a grade 4 sample, learning losses are estimated at between 62 % and 81 % of a year
of learning. Considering that in 2020 students in the samples lost between 56 %–60 % of contact teaching days
due to school closures and rotational timetabling schedules compared to a pre-pandemic year, this implies
learning to schooling loss ratios in the region of 1–1.4. There is some evidence from the grade 4 sample that the
reading trajectories of children benefiting more from attending school pre-pandemic – namely girls and children
with stronger initial reading proficiency - are more negatively impacted. Mitigating the long-run implications of
these learning losses will require a significant pivoting of the education system to ensure that instructional
practices are appropriately levelled to optimise learning.
International Journal of Educational Development 86 (2021) 102480
COVID-19 learning losses: Early grade reading in South Africa
Cally Ardington
a,*, Gabrielle Willsb, Janeli Kotzec
a
SALDRU, University of Cape Town, South Africa
b
Research on Socio-Economic Policy, Stellenbosch University, South Africa
c
Department of Basic Education, South Africa
A R T I C L E I N F O
Keywords:
COVID-19
School closure
Learning losses
Early grade reading
A B S T R A C T
Using three different studies on early grade reading from no-fee schools across in South Africa, this paper es-
tablishes short-term learning losses in reading for grade 2 and 4 students from under-resourced school contexts.
We find that in 2020 grade 2 students lost between 57 % and 70 % of a year of learning relative to their pre-
pandemic peers. Among a grade 4 sample, learning losses are estimated at between 62 % and 81 % of a year
of learning. Considering that in 2020 students in the samples lost between 56 %–60 % of contact teaching days
due to school closures and rotational timetabling schedules compared to a pre-pandemic year, this implies
learning to schooling loss ratios in the region of 1–1.4. There is some evidence from the grade 4 sample that the
reading trajectories of children benefiting more from attending school pre-pandemic – namely girls and children
with stronger initial reading proficiency - are more negatively impacted. Mitigating the long-run implications of
these learning losses will require a significant pivoting of the education system to ensure that instructional
practices are appropriately levelled to optimise learning.
Answers
Answered by
GPT-4o mini
In the paper by Ardington et al. (2021), the authors analyze the impact of school closures due to the COVID-19 pandemic on early grade reading among students in South Africa, particularly focusing on two distinct groups primarily defined by their prior academic performance and socio-economic backgrounds.
### Group 1: Students with Stronger Initial Reading Proficiency
This group includes students who entered grade 2 or grade 4 with a higher level of reading proficiency. According to the findings, students who were benefiting more from attending school pre-pandemic, particularly those who demonstrated stronger initial reading skills, experienced more significant negative impacts from the disruptions caused by COVID-19. The authors suggest that these students were likely to have relied on the structured environment of school to foster and enhance their reading development. As such, the loss of contact teaching days and the changes in the educational context adversely affected their progress, potentially widening the gap in reading abilities. The implication is that these students not only lost the instructional time but also might face challenges in their reading trajectory due to disrupted learning patterns.
### Group 2: Students with Weaker Initial Reading Proficiency
In contrast, this group encompasses students who entered these grades with poorer initial reading skills. While they also faced learning losses, the extent and nature of their learning setbacks may differ due to their relative positions in the educational system prior to the pandemic. Since many of these under-resourced students were already struggling to keep pace with educational benchmarks, the educational disruptions exacerbated existing challenges but did not alter their standing significantly compared to prior levels. The paper implies that because these students were already accustomed to lower levels of academic engagement and achievement, the immediate impact of the pandemic might have been less steeply felt, though the long-term ramifications for their education remained grave.
### Relationship Between the Two Groups
Ardington et al. (2021) highlight a critical interplay between the two groups, indicating that the pandemic has the potential to further entrench educational inequality. The more significant learning losses experienced by the higher-performing students could have long-term consequences, such as decreased motivation and lower academic self-efficacy. Meanwhile, the continuation of low achievement among the weaker-performing students suggests that without targeted interventions, these disparities may grow into a more pronounced educational gap.
In summary, the two groups identified by Ardington et al. illustrate a complex relationship shaped by pre-existing educational disparities, emphasizing the need for a robust, responsive pivot in educational strategies post-pandemic to effectively address and remediate these losses. The paper argues for systemic changes to ensure optimal learning experiences that are attuned to the diverse needs of students coming from different educational backgrounds.
### Group 1: Students with Stronger Initial Reading Proficiency
This group includes students who entered grade 2 or grade 4 with a higher level of reading proficiency. According to the findings, students who were benefiting more from attending school pre-pandemic, particularly those who demonstrated stronger initial reading skills, experienced more significant negative impacts from the disruptions caused by COVID-19. The authors suggest that these students were likely to have relied on the structured environment of school to foster and enhance their reading development. As such, the loss of contact teaching days and the changes in the educational context adversely affected their progress, potentially widening the gap in reading abilities. The implication is that these students not only lost the instructional time but also might face challenges in their reading trajectory due to disrupted learning patterns.
### Group 2: Students with Weaker Initial Reading Proficiency
In contrast, this group encompasses students who entered these grades with poorer initial reading skills. While they also faced learning losses, the extent and nature of their learning setbacks may differ due to their relative positions in the educational system prior to the pandemic. Since many of these under-resourced students were already struggling to keep pace with educational benchmarks, the educational disruptions exacerbated existing challenges but did not alter their standing significantly compared to prior levels. The paper implies that because these students were already accustomed to lower levels of academic engagement and achievement, the immediate impact of the pandemic might have been less steeply felt, though the long-term ramifications for their education remained grave.
### Relationship Between the Two Groups
Ardington et al. (2021) highlight a critical interplay between the two groups, indicating that the pandemic has the potential to further entrench educational inequality. The more significant learning losses experienced by the higher-performing students could have long-term consequences, such as decreased motivation and lower academic self-efficacy. Meanwhile, the continuation of low achievement among the weaker-performing students suggests that without targeted interventions, these disparities may grow into a more pronounced educational gap.
In summary, the two groups identified by Ardington et al. illustrate a complex relationship shaped by pre-existing educational disparities, emphasizing the need for a robust, responsive pivot in educational strategies post-pandemic to effectively address and remediate these losses. The paper argues for systemic changes to ensure optimal learning experiences that are attuned to the diverse needs of students coming from different educational backgrounds.