Abstract
The global pandemic has created undeniable hardships for school-aged children, teachers, and parents around the world. Understandably, governments and policymakers are concerned about the impact of COVID-19 on student learning and achievement. This concern is mirrored in the emerging research, which has used large-scale assessment measures to attempt to quantify the degree of ‘learning losses’ that students have experienced as a result of school closures, shifts towards online and hybrid learning, and other impacts associated with successive waves of this deadly virus. Not surprisingly, this body of research suggests that learning stalled during the pandemic, with the greatest impacts felt by at-risk student populations, such as those with lower socio-economic status (SES) and migrant backgrounds (see Engzell et al., 2021; Kaffenberger, 2021; Maldonato & De Witte, 2021)...