Quote:
Originally Posted by opendoor
If that was the case, then wouldn't there be a discrepancy between jurisdictions with longer school closures and those with shorter or no closures? Because the most recent OECD data shows no real distinction in resilience of performance based on school closure length. In anything, there's actually a slight negative correlation, where the jurisdictions with a higher percentage of students experiencing 3+ month closures were actually more likely to have resilient performance in math and reading compared to pre-pandemic than jurisdictions with shorter closures.
And that doesn't even get into the fact that educational performance declines in most countries long predate the pandemic.
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What do you think explains educational performance declines?
I wonder if smart phones are part of the story.