Experts Discuss Strategies for Post-COVID Learning Recovery in Kazakhstan | The potential learning loss from school closures during the COVID-19 pandemic and new approaches to learning recovery in Kazakhstan were key topics of a discussion held today. The virtual discussion was organized by the World Bank, United Nations Children’s Fund (UNICEF), United Nations Educational, Scientific and Cultural Organization (UNESCO), and World Health Organization (WHO), jointly with the Ministry of Education and Science of the Republic of Kazakhstan…
Scale Up Tutoring to Combat COVID-19 Learning Loss for Disadvantaged Students | One solution to the learning loss associated with COVID-19 school closures is tutoring. Philip Oreopoulos and colleagues analyzed 96 randomized evaluations of different tutoring models and found that 80 percent of the studies led to markedly improved outcomes, with more than half of the studies reporting large gains as a result of these programs. In education research, such consensus is a rarity, and the consistency and magnitude of the results are both remarkable and encouraging. In Chicago, for example, a two-on-one high school tutoring program empowered students to learn one to two years ahead in math, compared with what they would typically learn in a school year…
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Experts Discuss Strategies for Post-COVID Learning Recovery in Kazakhstan | The potential learning loss from school closures during the COVID-19 pandemic and new approaches to learning recovery in Kazakhstan were key topics of a discussion held today. The virtual discussion was organized by the World Bank, United Nations Children’s Fund (UNICEF), United Nations Educational, Scientific and Cultural Organization (UNESCO), and World Health Organization (WHO), jointly with the Ministry of Education and Science of the Republic of Kazakhstan…
Scale Up Tutoring to Combat COVID-19 Learning Loss for Disadvantaged Students | One solution to the learning loss associated with COVID-19 school closures is tutoring. Philip Oreopoulos and colleagues analyzed 96 randomized evaluations of different tutoring models and found that 80 percent of the studies led to markedly improved outcomes, with more than half of the studies reporting large gains as a result of these programs. In education research, such consensus is a rarity, and the consistency and magnitude of the results are both remarkable and encouraging. In Chicago, for example, a two-on-one high school tutoring program empowered students to learn one to two years ahead in math, compared with what they would typically learn in a school year…
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