Abstract
Paralyzed by panic induced by the Covid-19 pandemic, school closures may impact student learning. This paper examines situations of school closures, use of time and impact of technologies on student achievement. Investigation of the evidence suggests that time-intensive strategies or the use of technologies are not promising. More effective ways are associated with diagnoses, direct instruction suited to the profile of teachers, better use of time, judicious use of homework, reduced absenteeism and intensive high-quality tutoring focused on the most at-risk students.
Covid-19; Interruption of School Calendar; Evidence-based Education