How Education Fared During the First Wave of COVID-19 Lockdowns? International Evidence

How Education Fared During the First Wave of COVID-19 Lockdowns? International Evidence

How Education Fared During the First Wave of Covid-19 Lockdowns? International Evidence. November 29, 2021, 9:30-11:00am, 15:30-1700 CET

A number of high-quality studies on the experience of learning during the first wave of COVID-19 lockdowns (March-June 2020) have now been released, addressing how school children and youth were educated during this period, but also what effect it had on their well-being and learning outcomes. This joint AERA-OECD forum will discuss Schooling During a Pandemic, a new OECD report providing the first synthesis of these statistical studies, coming mainly from France, Germany, Ireland, the United Kingdom and the United States. What has been the effect of the health crisis on the time spent on learning and achievement gaps? And what do we know about how it affected different groups of students?

Overview, Perspectives, Conversation, Q&A. Please join our international forum moderated by Felice J. Levine, Executive Director of AERA, to learn more about these issues and engage in discussion through an open opportunity for Q&A.Overview of Schooling during a Pandemic• William Thorn, former Senior Analyst at OECD• Stéphan Vincent-Lancrin, Deputy Head of Centre for Educational Research and Innovation (CERI), OECDLessons Learned—Country Perspectives• Birgitte Rabe, Professor, University of Essex, United Kingdom• Fabienne Rosenwald, Director for Evaluation and Foresight, Ministry of Education, FranceCommentator and Collective Conversation• Rukmini Banerji, CEO, Pratham Education Foundation, India• Greg Duncan, Distinguished Professor, UC Irvine, United States

ASL and captioning provided.
This AERA-OECD forum was broadcast live on ZOOM.

Event Recording

PowerPoint Presentations

School during a pandemic: The experience and outcomes of schoolchildren during the 1st round of COVID-19 lockdowns

The 2020 French school lockdown and its impact on education

Participant Biographies

Greg Duncan holds the title of Distinguished Professor in the School of Education at the University of California, Irvine. He received his PhD in economics from the University of Michigan. Duncan’s recent work has focused on estimating the role of school-entry skills and behaviors on later school achievement and attainment and the effects of increasing income inequality on schools and children’s life chances. He is part of a team conducting a random-assignment trial assessing impacts of income supplements on the cognitive development of infants born to poor mothers in four diverse U.S. communities. Duncan was elected to the National Academy of Sciences in 2010.

Felice J. Levine is executive director of the American Educational Research Association, where she champions the advancement of knowledge and use of sound research to guide policy and practice. Her areas of expertise include science policy, research ethics, data access and sharing, and the scientific and academic workforce. Her current projects include the development of a research data hub to connect data resources, foster new scholarly networks, and build research capacity in STEM education; an initiative to examine the impact of and foster academic support for open science products; and a study of the impact of COVID-19 on doctoral students and early-career researchers. 

Birgitta Rabe is a Professor of Economics at the Institute for Social and Economic Research, University of Essex, interested in applied research in education, family and labour economics. She is Co-Investigator of the ESRC Research Centre on Micro-social Change and of Understanding Society. She currently leads two COVID rapid response projects, focusing on school closures, learning inequalities, parent and child mental health and parents’ labour supply.

Fabienne Rosenwald is Director of the DEPP (Directorate of Evaluation, Forecasting and Performance Monitoring) at the French Ministry of Education. She began her career as a researcher at the French National Institute of Statistics and Economic Studies (INSEE) and worked in managerial positions on education, agriculture and business statistics at the French Ministries of Education, of Agriculture and at INSEE since then. She is a graduate of the École Normale Supérieure (Ulm) and of the École Nationale de la Statistique et de l'Administration Économique (Ensae). She holds a PhD in economics and an agrégation in mathematics, the highest rank for teachers in France.

William Thorn managed the Programme for the International Assessment of Adult Competencies (PIAAC) in the Directorate for Education and Skills at the Organisation for Economic Co-operation and Development from August 2007 to November 2021.  Prior to joining the OECD, Mr Thorn held a number of senior positions in the Federal Departments of Education and Employment in Australia. These included the management of units responsible for research into education and the labour market, programme evaluation, statistical collections and analysis, tertiary education funding policy and the Commonwealth government’s role in the testing and monitoring of basic skills such as literacy and numeracy in Australian schools.  

Stéphan Vincent-Lancrin is Deputy Head of the Centre for Educational Research and Innovation (CERI) and a Senior Analyst at the Organisation for Economic Co-operation and Development (OECD), where he leads OECD work on digitalization in education (“Smart data and digital technology in education: AI, learning analytics and beyond”) on education during the covid-19 crisis as well as a large international practice-engaged project in 24 countries on “Fostering and Assessing Creativity and Critical Thinking in Education” His recent reports include the OECD Education Digital Outlook: Pushing the Frontiers with AI, Blockchain and Robots (2021), Schooling during a pandemic (2021) and Fostering Students’ Creativity and Critical Thinking: What it Means in School (OECD, 2019). He is a Marie Curie Fellow, a 2007 Fulbright New Century Scholar, and received awards for his work from the US National Association of Assessment Directors and from the International Center for Innovation in Education. He holds a PhD in economics, a master’s in philosophy and a grande école diploma (Ecole Supérieure de Commerce de Paris).

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