Lost learning, lasting consequences? COVID-19 educational disruption and attainment at A level

COVID-19 disruption to young people’s education is well documented. Pupils in Year 10 in March 2020 experienced extended school closures and remote learning during their GCSE years before sitting the first externally examined qualifications at A level. Using data from the COVID Social Mobility & Opportunities study linked to England’s National Pupil Database, we examine whether the intensity of educational disruption during the GCSE years predicts attainment at A level. We find that, while greater disruption is associated with lower A-level attainment, we do not find evidence that disruption mattered more for those from lower socioeconomic backgrounds (although they were more likely to face such disruption), nor that compensating investments such as tutoring reduced the importance of that disruption. We discuss the implications of these findings for policy response to educational disruption.

Teams link: https://teams.microsoft.com/meet/391603224522308?p=sx1QMVQPndBvL18MTZ)