Economists Eric A. Hanushek (the Hoover Institution’s Paul and Jean Hanna Senior Fellow in Education) and Bradley Strauss have recently published a groundbreaking paper, “A Global Perspective on US Learning Losses,” for the Hoover Education Success Initiative. The paper explores the impact of school disruptions during the COVID-19 pandemic on student learning in the US and the subsequent economic consequences.
The findings from international and national assessments reveal that the United States entered the pandemic with academic achievement near the average for countries ranked by the Organisation for Economic Co-operation and Development (OECD), experienced average learning losses during the pandemic, and emerged from the pandemic at a similar international ranking as before. However, the substantial variation in learning outcomes across states leads to large variations in international competitiveness.
Individuals in the COVID cohort can expect to lose 5–6 percent of their lifetime earnings. The nation will grow slower because of its less-skilled labor force, leading to a $31 trillion loss in GDP in today’s dollars.
Hanushek and Strauss highlight the disproportionate economic impacts on states and individuals due to varying achievement losses during the pandemic. “These losses have far-reaching implications and indicate a future labor force less skilled than it would have been without the pandemic disruptions,” said Hanushek. “Unlike immediate economic impacts, such as business closures, the costs associated with the learning losses are future costs, and they can be eliminated with appropriate remedial measures. However, the window for effective action is rapidly closing. “
The paper contextualizes the United States’ academic standing globally by analyzing data from programs such as the Program for International Student Assessment (PISA) and the National Assessment of Educational Progress (NAEP). It highlights the varying impacts of the pandemic on student performance across different states and emphasizes the long-term economic repercussions of unaddressed learning deficits. For example, while students from Utah can expect to lose 2 percent of their expected future income, those in Oklahoma and Delaware can expect 9 percent lower incomes.
Strauss notes, “Robust policy responses and targeted interventions are necessary to address learning losses and improve educational outcomes at the national and state levels.” Hanushek and Strauss advocate for immediate actions to prevent permanent academic setbacks and ensure a more resilient and well-prepared future workforce for the nation.
Click here to read the entire paper.
