Abstract for: Policy in Respond to COVID-19 School Closure Learning Loss among Primary School Students in the Netherlands
Since 2020, COVID-19 driven school closures have caused profound disruption in education worldwide. Engzell, Frey and Verhagen (2020) reveal a learning loss of about 3 percentile points from a study involving primary school students in the Netherlands. Burguss (2020) as well as Donelly and Patrinos (2020) claimed that research has shown that 12-week programs of small group tutoring can result in progress that would be expected from three to five months of normal schooling. In this model, the policy introduces National Learning Recovery Program (NLRP), a small-group tutoring approach to be implemented in the Netherlands to reduce and reverse learning loss among primary school students. The interface explores policy and its implementation obstacles to reduce and reverse learning loss among primary school students. Overall impact of tutoring policy relies not only on supply of tutors and the students who participate tutoring, but also on the monitoring and communication of that policy. Taking into implementation challenges at the ground level, the model shows that student motivation, teacher, parents, tutors communication, and implementation cost can turn small changes into big difference in the overall impact of the policy.