The full effects of COVID-19 school closures on education are just starting to be understood. Data released by the OECD shows that students’ performance in math, reading, and science has declined significantly since the pandemic began. On average, students in wealthy countries scored 10 points lower in reading and almost 15 points lower in math compared to 2018. This decline in learning is equivalent to missing out on half to three-quarters of a school year. The long-term impact of this lost learning could result in lower wages and limited opportunities for affected students.
Countries such as Japan, Singapore, South Korea, and Taiwan were able to maintain steady or improved test scores during the pandemic. Some attributed this to shorter school closures or high-quality remote learning. However, in many other countries, test scores dropped significantly. France, Germany, Poland, and Finland experienced the steepest declines in math performance. In the UK, reading scores fell back to levels last seen in 2006.
The pandemic has highlighted existing issues in education systems worldwide. Even before the pandemic, PISA data showed stagnant performance in the rich world. The decline in test scores during the pandemic underscores the need for educational reforms. Policymakers must not only focus on patching up lost learning but also drive through long-term reforms to address underlying problems in education systems.
Increasing school funding may not be the sole solution. The OECD data suggests that increasing funding brings reliable improvements only up to a certain threshold. Beyond that point, gains quickly diminish. Instead, improving teacher training and motivation has been shown to have a more significant impact on student performance. Additionally, ensuring that adequate resources reach schools and students in need is crucial.
Overall, the COVID-19 pandemic has had a significant impact on education, with long-term consequences for students. Policymakers must seize this moment to implement meaningful reforms and address the underlying issues in education systems. Simply pouring more money into existing strategies may not lead to substantial improvements.
