世界银行-疫情期间的学习：来自乌兹别克斯坦的证据（英）-2023.6-25页_615kb

This report analyzes the impact of COVID-19 induced school closures on student learning in Uzbekistan. Unlike most studies showing learning loss, the findings indicate an improvement in mathematics scores for grade 5 students, with a 0.29 standard deviation increase between 2019 and 2021. The country's learning progression exceeded pre-pandemic expectations in some aspects but fell short of the 0.80 standard deviation annual benchmark.

The study utilized a unique student-level dataset from 2019 and 2021 assessments, complemented with teacher and student questionnaires. The hybrid model of schooling during 2020-2021 involved partial closures totaling 14 weeks. Key factors supporting learning continuity include government initiatives like televised lessons reaching over 84% of students, teacher training programs, and parental engagement. However, disparities exist: students with less-educated parents or teachers lacking strong pedagogical skills experienced greater learning gaps.

Despite longer closure durations, no significant negative impact was found, possibly due to effective policies. The positive outcomes contrast with most lower- and middle-income nations but align with high-income countries with shorter closures. Implications suggest that Uzbekistan's combined efforts mitigated learning loss, but equity concerns persist. Further research is needed to evaluate specific government measures for sustaining improvements in the post-pandemic era.