In an article written by Cory Turner (2022) for NPR, the author lists what we already know about

learning loss caused by the pandemic. According to him the pandemic has caused students to learn less

and that students in high-poverty high schools suffered more. However, the author also stated that high

school can recover from learning loss through tutoring programs.

According to UNESCO (2023), learning loss has risked $17 trillion worth in lifetime earnings for

students all over the world. Additionally, the effects of learning loss are disproportionately experienced by

students from marginalized sectors. To recover from learning loss, UNESCO suggests consolidating the

curriculum, extending instructional time, and using targeted instruction.

An article written by Evaristo (2023) for the University of Southern California (USC) highlights the

disparity between the amount of concern parents and researchers had for children’s academic well-being

after COVID-19. Only a majority of caretakers showed little concern for their children’s academics after

COVID-19. However, as stated in the article, not all caretakers perceived their wards’ post-COVID

academic performance in the same way. A minority did show considerable concern for their children’s

learning loss after the pandemic.

In a brief done by Allensworth and Schwartz (2020) for the University of Chicago and in partnership

with the Annenburg Institute at Brown University and Results for America, the authors share methods that

were effective in combating learning loss. According to the authors, the two most effective methods to

recover from learning loss are high-dosage tutoring and extended learning time interventions. Some other

methods that were shown to be less effective include compressed content, grade retention, and enhance

Response to Intervention.

A literature review conducted by Zhdanov et al. (2022), revealed that school closures caused

considerable amounts of learning loss. Factors that contributed to learning loss include changes in teaching
methods, limited access to education opportunities, reduced instructional time, lack of control and feedback

during home learning, and increased stress levels among students. Despite efforts to alleviate learning

loss, the amount of research done on the extent of learning is insufficient.