Don A. Klinger – författare

This book provides a critical review of the long-term effectiveness of education and social protection policies enacted by G10 countries in response to the global pandemic.The COVID-19 pandemic caused the most significant disruption to education systems since the devastation of World War II. Successive waves and variants of the coronavirus resulted in school closures and spurred a range of policy interventions across national education systems to combat both the cognitive (i.e., achievement in reading, mathematics, and science) and non-cognitive (socioemotional development, mental and physical health) impacts on student achievement and wellbeing. This book aims to evaluate the long-term efficacy of such interventions, drawing on an analysis of a cross-section of nine industrialized countries: the United Kingdom, France, Germany, Italy, Sweden, Netherlands, Belgium, Canada, and Japan. It further offers cross-national insights for policymakers and discusses the critical importance of broader notions of academic resilience in a post-pandemic world. Ultimately, this volume aims to identify national policies that have helped to buffer students from the long-term challenges associated with the aftermath of the pandemic.A timely and important text, it will be of interest to researchers and policymakers in education policy, pandemic response, impact evaluation, and student mental health.

This book examines socioeconomic inequality and student outcomes across various Western industrialized nations and the varying success they have had in addressing achievement gaps in lower socioeconomic status student populations. It presents the national profiles of countries with notable achievement gaps within the respective school-aged student populations, explains the trajectory of achievement results in relation to both national and international large-scale assessment measures, and discusses how relevant education policies have evolved within their national contexts. Most importantly, the national profiles investigate the effectiveness of policy responses that have been adopted to close the achievement gap in lower socioeconomic status student populations. This book provides a cross-national analysis of policy approaches designed to address socioeconomic inequality.