Despite increasing evidence calculating the extent of COVID learning loss, few researchers have attempted to collect and examine the evidence through meta-analysis. To fill this gap, our meta-analysis seeks to explore the existing research regarding the effects of COVID on learning in reading and mathematics. Our findings illustrate that the learning loss was real and significant compared to previous school years. Applying our rigorous inclusion criteria informed by best evidence synthesis methodology, we identified 30 eligible studies. On average, meta-regression results showed that students lost 0.21 ( = .006) standard deviations of learning during the pandemic school closures. Moderator analysis further showed none of the group comparisons (i.e., subject, grade levels, country and test-type) are statistically significant. In the final section of this article, we provide recommendations for educational policymakers to address this challenge.

中文翻译：

---

COVID-19 对学生成绩影响的荟萃分析


尽管越来越多的证据计算了新冠病毒学习损失的程度，但很少有研究人员尝试通过荟萃分析来收集和检查证据。为了填补这一空白，我们的荟萃分析旨在探索有关新冠肺炎对阅读和数学学习影响的现有研究。我们的研究结果表明，与前学年相比，学习损失是真实且显着的。我们采用最佳证据综合方法论的严格纳入标准，确定了 30 项符合条件的研究。平均而言，元回归结果显示，在大流行学校停课期间，学生的学习损失了 0.21 (= .006) 个标准差。主持人分析进一步表明，所有组间比较（即科目、年级、国家和测试类型）均不具有统计显着性。在本文的最后部分，我们为教育政策制定者提供应对这一挑战的建议。