Evidence map›Paper›PMID 33827987›Full record

ArticleProceedings of the National Academy of Sciences of the United States of America2021

Learning loss due to school closures during the COVID-19 pandemic.

Per Engzell, Arun Frey, Mark D Verhagen

Open access · hybridAbstract read
In one paragraph

Article in Proceedings of the National Academy of Sciences of the United States of America, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 334 papers, 2 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
334citing papers in PubMed, 2 pooled it
195.0field-weighted citation impact, top 1% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

334 citing papers in PubMed, 2 syntheses or guidelines pooled it, 1,515 citations in OpenAlex.

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  19. Developmental Losses of Preschool Children Three Years into the COVID-19 Pandemic.Prevention science : the official journal of the Society for Prevention Research · 2026
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274 more citing papers are in PubMed but not listed here.

4 · The record

Corrections and comments

5 · Who and what money

Authors and funding

3 authors at 2 institutions in 2 countries.

Per EngzellLeverhulme Centre for Demographic Science, University of Oxford, Oxford OX1 1JD, United Kingdom; per.engzell@nuffield.ox.ac.uk.
Arun FreyLeverhulme Centre for Demographic Science, University of Oxford, Oxford OX1 1JD, United Kingdom.
Mark D VerhagenLeverhulme Centre for Demographic Science, University of Oxford, Oxford OX1 1JD, United Kingdom.ORCID 0000-0003-2746-0309
Leverhulme Trust · GBStockholm University · SE

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for students' learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from The Netherlands (

Indexed as

COVID-19LearningPandemicsQuarantineSARS-CoV-2SchoolsChildFemaleHumansMaleNetherlandsCOVID-19digital dividelearning lossschool closuressocial inequality

Identifiers

PMID33827987
PMCPMC8092566
OpenAlexW3143968054

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.