Question
Discuss the two groups that Ardington et al. (2021) present in relation to each other of it on this below article link.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.
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
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In the article by Ardington et al. (2021) titled "COVID-19 learning losses: Early grade reading in South Africa," the authors discuss two primary groups of students in relation to learning losses due to the COVID-19 pandemic. While the exact details of these groups may not be explicitly spelled out in the summary, we can infer a couple of critical distinctions based on the information provided.
### Group 1: Students from Under-Resourced Schools
The first group consists of grade 2 and grade 4 students attending no-fee schools, which are often characterized by limited resources and poor educational conditions. The study reveals that these students faced substantial learning losses, quantified at approximately 57% to 70% of a year of learning for grade 2 and between 62% and 81% for grade 4. These figures indicate that a significant percentage of these students have not only lost a considerable amount of academic progress but have also been disproportionately affected by school closures, as they experienced more than half of their contact teaching days lost due to the pandemic. This group, already at a disadvantage due to systemic inequalities in the education system, finds learning gains significantly stunted, which could have long-term implications for their educational trajectories.
### Group 2: Students with Stronger Initial Reading Proficiency
The second group identified seems to differ in initial reading proficiency and prior academic advantages. Among the grade 4 sample, the authors suggest that certain students—specifically, girls and those with stronger initial reading skills—have experienced greater negative impacts as a result of the pandemic disruptions. This implies that these students, who may have been thriving in a pre-pandemic educational environment, have become more susceptible to learning losses due to the additional challenges posed by school closures and changes in instructional practices during the pandemic.
### Relation Between the Two Groups
The relationship between these two groups highlights a critical issue in educational equity: while all students are affected by learning losses due to the COVID-19 pandemic, the magnitude and nature of those losses differ based on their initial conditions and contexts.
1. **Magnitude of Learning Losses**: Both groups experienced significant learning losses, but the extent of loss varied. The under-resourced group faced extreme detriment due to their already limited engagement with effective teaching and resources, while the second group—despite having better initial standings—may suffer more pronounced setbacks due to the pandemic disrupting a previously positive trajectory.
2. **Implications for Long-Term Learning**: The authors emphasize that addressing the learning deficits experienced by both groups requires a "significant pivoting" of instructional practices in the education system. This highlights the need for tailored interventions that not only focus on those falling behind but also on those who were previously excelling before the pandemic.
In conclusion, Ardington et al. (2021) shed light on the significant and nuanced learning losses among different groups of students in South Africa, emphasizing that educational recovery efforts must consider the diverse needs and initial conditions of these students to promote equitable learning outcomes post-pandemic.
### Group 1: Students from Under-Resourced Schools
The first group consists of grade 2 and grade 4 students attending no-fee schools, which are often characterized by limited resources and poor educational conditions. The study reveals that these students faced substantial learning losses, quantified at approximately 57% to 70% of a year of learning for grade 2 and between 62% and 81% for grade 4. These figures indicate that a significant percentage of these students have not only lost a considerable amount of academic progress but have also been disproportionately affected by school closures, as they experienced more than half of their contact teaching days lost due to the pandemic. This group, already at a disadvantage due to systemic inequalities in the education system, finds learning gains significantly stunted, which could have long-term implications for their educational trajectories.
### Group 2: Students with Stronger Initial Reading Proficiency
The second group identified seems to differ in initial reading proficiency and prior academic advantages. Among the grade 4 sample, the authors suggest that certain students—specifically, girls and those with stronger initial reading skills—have experienced greater negative impacts as a result of the pandemic disruptions. This implies that these students, who may have been thriving in a pre-pandemic educational environment, have become more susceptible to learning losses due to the additional challenges posed by school closures and changes in instructional practices during the pandemic.
### Relation Between the Two Groups
The relationship between these two groups highlights a critical issue in educational equity: while all students are affected by learning losses due to the COVID-19 pandemic, the magnitude and nature of those losses differ based on their initial conditions and contexts.
1. **Magnitude of Learning Losses**: Both groups experienced significant learning losses, but the extent of loss varied. The under-resourced group faced extreme detriment due to their already limited engagement with effective teaching and resources, while the second group—despite having better initial standings—may suffer more pronounced setbacks due to the pandemic disrupting a previously positive trajectory.
2. **Implications for Long-Term Learning**: The authors emphasize that addressing the learning deficits experienced by both groups requires a "significant pivoting" of instructional practices in the education system. This highlights the need for tailored interventions that not only focus on those falling behind but also on those who were previously excelling before the pandemic.
In conclusion, Ardington et al. (2021) shed light on the significant and nuanced learning losses among different groups of students in South Africa, emphasizing that educational recovery efforts must consider the diverse needs and initial conditions of these students to promote equitable learning outcomes post-pandemic.