Trending Topic Research: Learning Loss
Trending Topic Research: Learning Loss
 
Learning Loss
Print

Trending Topic Research File

The devastating impact of the COVID-19 pandemic on student achievement and education equity has made learning loss one of the most critical issues facing educators, students, and researchers. Learning loss during summer breaks remains a persistent challenge.

The following compendium of open-access articles are inclusive of all substantive AERA journal content regarding learning loss published since 2018. This page will be updated as new articles are published. 

AERA Journal Articles

Note: Articles are listed below in reverse chronological order of publication. 

A Blueprint for Scaling Tutoring and Mentoring Across Public Schools
Matthew A. Kraft, Grace T. Falken
AERA Open, September 2021
Researchers found that targeted approaches to scaling school-wide tutoring nationally, such as focusing on K–8 Title I schools, would cost between $5 and $16 billion annually.

The Effect of the COVID-19 Lockdown on Bilingual Singaporean Children’s Leisure Reading
Baoqi Sun, Chin Ee Loh, Beth Ann O’Brien, Rita Elaine Silver
AERA Open, July 2021
Researchers found that children’s reading enjoyment before the lockdown, changes in reading enjoyment and print reading amount during the lockdown in English and Chinese/Malay were significantly correlated.

School’s Out: The Role of Summers in Understanding Achievement Disparities
Allison Atteberry, Andrew McEachin
American Educational Research Journal, July 2020
Researchers found that while some students actually maintain their school-year learning rate, others lose nearly all their school-year progress.

The Sensitivity of Teacher Value-Added Scores to the Use of Fall or Spring Test Scores
Allison Atteberry, Daniel Mangan
Educational Researcher, May 2020
Researchers revisited and extended Papay's (2011) analyses that teacher value-added measures (VAMs) from a statistical model using the most common pre/post testing timeframe–current-year spring relative to previous spring (SS)–are essentially unrelated to those same teachers’ VAMs when instead using next-fall relative to current-fall (FF). 

Are We Trending to More or Less Between-Group Achievement Inequality Over the School Year and Summer? Comparing Across ECLS-K Cohorts
David M. Quinn, Q. Tien Le
AERA Open, December 2018
Researchers found that more between-group equalizing by race/ethnicity and SES occurred over kindergarten in the recent cohort. However, this was often followed by more inequality widening over summer and more widening or less narrowing over first grade in the latter cohort.

Effects of a Summer Mathematics Intervention for Low-Income Children: A Randomized Experiment
Kathleen Lynch, James S. Kim
Educational Evaluation and Policy Analysis, March 2018
Researchers found that being randomly assigned to the program plus laptop condition caused children to experience significantly higher reported levels of summer home mathematics engagement relative to their peers in the control group.

 
Designed by Weber-Shandwick   Powered by eNOAH